Central to the board’s discussions was the projected budget for the upcoming fiscal year, with total revenues estimated at over $306 million. However, revenues are expected to remain flat or decline due to changes in student counts and other factors. Salary increases, health insurance costs, and a new payroll tax for paid family leave are among the expenditures that are set to rise. The Teacher Retirement Association contribution is also projected to increase, though some state funding may alleviate this burden. Despite these challenges, district leaders stressed the importance of a balanced budget model to manage the financial landscape effectively.

Beyond immediate fiscal concerns, the board considered a comprehensive reorganization of the district’s leadership structure, particularly in special education. A new executive director position is being created to consolidate leadership roles and provide coherent support for students with disabilities. This restructuring aims to treat students with disabilities as general education students first while offering special education services as needed. Additionally, the creation of a director of student well-being role is intended to unify support for mental health, social work, and other student services.

The meeting also highlighted the district’s efforts to address declining enrollment. A comprehensive enrollment strategy is being launched, with a focus on reaching out to families with young children. This strategy is important for maintaining enrollment levels amid declining birth rates. The director of early learning will spearhead these efforts, supported by the director of communications in enhancing the enrollment process.

In tandem with financial and structural considerations, the board delved into curriculum updates, particularly in mathematics. With the contract for the current Everyday Math program set to expire, the district has formed a math advisory team to evaluate new standards and pilot new curricula. Three options— I Ready, Bridges, and Amplified Desmos—are being considered, with a focus on aligning with new educational standards. The board emphasized the importance of teacher involvement in the selection process to ensure the suitability of new materials.

The board also discussed the broader implications of embedding technology into curricula, noting a trend towards ongoing subscriptions rather than fixed-term contracts. This shift reflects the evolving nature of educational resources and necessitates careful consideration of contract structures moving forward.

As the meeting progressed, the board addressed the need for a new math curriculum in light of the upcoming expiration of the current contract for Everyday Math. A math advisory team has been formed to evaluate new standards and pilot new curricula. Three options are proposed for piloting: I Ready, Bridges, and Amplified Desmos. The board emphasized the importance of aligning the new curriculum with educational standards and ensuring continuity in instruction from elementary to secondary levels.

Additionally, the board explored implications for special education funding, with concerns about potential state funding cuts and their impact on local services. The risk of increasing “cross subsidies”—diverting funds intended for general education to cover special education mandates—was a concern.

The meeting concluded with a proposal to transfer $6 million from the unassigned general fund into a dedicated fund for facilities and technology upgrades. This allocation is intended to address urgent facilities needs that cannot be met through long-term facilities maintenance funding. Board members expressed appreciation for the comprehensive assessment of the financial situation, which included projections for revenue and expenditures.