The board’s discussion on budgetary changes revealed a projected increase in funding for student support personnel, including a $1.3 million rise aimed at reallocating staff to bolster social workers’ roles, previously funded through ESSER allocations. English learner revenue is anticipated to increase by $1.8 million, changing from $74 to $12228 per student due to adjustments in the funding formula. Despite these increases, the board faces a reduction of $2.1 million with the expiration of between-terms unemployment revenue, impacting fiscal year 26 by decreasing overall revenue by $1.4 million.

Expenditure projections for the district include a $14.1 million increase, factoring in a 2.5% salary hike for unsettled contracts and a 5% rise in insurance costs. The board anticipates a net reduction of 10 full-time equivalent (FTE) positions due to a loss of pupil units, although 16 new FTEs in special education will be added to meet enrollment needs. Additional budget considerations include a $2.2 million increase for paraprofessionals and office professionals, alongside $7.5 million allocated for charter transportation and utility costs. The paid leave act accounts for an increase of $900,000 for half a year, while the athletic trainer contract increased by $325,000 following recent bids.

Looking ahead to fiscal year 27, the board anticipates a revenue increase of $17 million, with the Consumer Price Index (CPI) projected at 2.61%, translating to approximately $194 per student. The FY 26 levy amounts will adjust for inflation, resulting in about $1.2 million in growth. Additionally, the cross subsidy for English learners is expected to rise to $1775 per student. However, the operating deficit for fiscal year 26 is estimated at $15.1 million, which would reduce the unassigned fund balance to $47.5 million. For fiscal year 27, the projected deficit grows to $25 million, necessitating a target reduction of $16 million to balance the budget.

In addition to budget discussions, the meeting featured significant public comment on educational equity and literacy issues. Community members expressed concerns over the board’s decision-making processes related to arts funding and educational equity. Angela Nelson criticized the board’s removal of a joint powers agreement related to art education at Andover High School, arguing that the decision was influenced by disapproval of diversity, equity, and inclusion terminology rather than the project’s merits. She emphasized the negative impact on students and urged the board to reconsider its decision.

Paula Moore highlighted reading literacy efforts, referencing the “Bridge to Read” program and the Reading Corps initiative, which has supported thousands of students. Moore expressed concern over the elimination of an internal coach position associated with the Reading Corps, advocating for its reconsideration to ensure educator collaboration.

Aaron Peterson brought attention to federal policies, specifically President Trump’s executive orders regarding gender ideology in schools. He cautioned that compliance with these orders could jeopardize approximately $14 million in federal funding, urging the board to act decisively.

The board also discussed the district’s literacy initiatives, with Director Langfeld emphasizing the need for comprehensive understanding among board members. He suggested incorporating presentations or video snippets of lessons from the “Bridge to Read” program into meetings.

Superintendent McIntyre presented an update on the district’s strategic priorities for the upcoming school year. These priorities include improving student engagement, enhancing literacy efforts amidst training challenges in the science of reading, and ensuring a strong workforce through recruitment and retention strategies. McIntyre commended the board for focusing on these priorities, which aim to provide high-quality education for all students.