The board’s legislative platform, presented by lobbyist Valerie Dosland, highlighted several pressing priorities aimed at securing stable and predictable funding. Dosland detailed the district’s request for a 2% increase in the general education funding formula for fiscal years 2025 and 2026, with a proposed expansion of the inflationary range from 2-3% to 2-4%. The need to maintain compensatory funding levels was emphasized, given a potential 4% decrease due to changes in funding formulas. The platform also called for an increase in local optional revenue, alongside full funding for special education and English language learner cross-subsidies. Enhanced school safety funding was highlighted, with a proposed increase to $18 per pupil to support safety measures and mental health resources.

In addition to financial concerns, the board discussed strategies to address workforce shortages, particularly regarding the recruitment and retention of teachers of color. Removing barriers and providing incentives were suggested as solutions to improve diversity within the teaching workforce. The conversation also touched on relief from unfunded mandates, which have increased workloads for school staff. These mandates were seen as contributing to rising responsibilities and stress among educators.

The implications of recent changes to funding formulas and mandates were examined, with a focus on how these changes impact compensatory funding linked to free and reduced lunch applications. A potential $1 million decrease in compensatory funding was cited if current funding floors are not maintained. Board members stressed the importance of allocating 80% of earned compensatory funding back to the generating buildings to support staffing and class size management. Concerns were also raised about the state’s increasing influence over local educational decisions, specifically regarding mandated courses like personal finance and ethnic studies. The board debated the term “mandate,” with one member suggesting its elimination due to its politicized nature.

On the curriculum front, updates were provided on math education and efforts to reduce special education paperwork. The focus was on adopting evidence-based practices and innovative instruction to enhance student engagement and understanding. Programs like Bridges in Mathematics and College Preparatory Mathematics (CPM) were discussed, with an emphasis on problem-based and collaborative learning. Data presented showed that math proficiency scores for the district were slightly below state averages, with special education students experiencing a slight decrease in proficiency.

The district’s partnership with the multilingual department to implement WIDA standards underscored the importance of language proficiency in mastering math content. The meeting acknowledged the challenges of assessing growth among highly proficient students, with questions about how the district ensures continued progress for these students.

The meeting also explored the district’s Talent Development and Academic Challenge (TAG) program, focusing on accelerated pathways for gifted students. Discussions emphasized the need for clear communication and support for parents regarding early entrance and grade acceleration options. Concerns about the inclusivity and effectiveness of the TAG program were raised, with a call for more equitable identification processes for gifted students, particularly those from diverse backgrounds or with exceptionalities.

The board recognized the importance of balancing pull-out programs with integrated instructional approaches that cater to individual student needs. Questions about the TAG program’s demographic reach and the inclusion of special education students were addressed, with an emphasis on ongoing teacher training to improve identification processes.