The fiscal year 2025 budget was a primary focus, with discussions highlighting the fiscal challenges faced by the district. The board was informed that while general fund revenue is expected to increase by nearly 5% due to higher special education funding, this will be largely counterbalanced by a decline in student enrollment. Additionally, while the school nutrition and community service funds are projected to hold steady or increase, the debt service fund remains flat. Board members were informed that the proposed budget would not meet the previously accepted assumption of maintaining an 8% fund balance, projecting a lower percentage while remaining above the minimum policy requirement of 6%. It was emphasized that community engagement, including student input, would be integral to the budgeting process.

Budget managers were urged to contain costs, especially in areas such as transportation, despite salary settlements exceeding 3%. The need for ongoing cost containment was reiterated, acknowledging the difficulties of making budget cuts given the high percentage of fixed expenses related to staffing and essential services. There was a consensus that this would remain a recurring theme throughout the fiscal year.

In line with the district’s mission to inspire and empower every learner, discussions about the strategic plan for the 2023-2024 academic year revolved around culturally relevant literacy initiatives. The presentation of the strategic plan was centered on the collaborative action research for equity (CARE) process. This initiative aims to develop culturally relevant literacy through structured cycles of inquiry, with teams comprised of grade-level and department staff members. The five key measurement areas established to assess students’ proficiency in reading and self-discovery include skills, identity, intellectualism, criticality, and joy.

The process involves formulating researchable questions based on student data, designing and implementing culturally relevant lessons, and reflecting on outcomes to inform practice changes. Feedback from focal students of color, peer observations, and shared insights are essential elements of this initiative.

Further discussion centered on the district’s priority work concerning staff retention, particularly for staff of color. Metrics were presented showing a consistent increase in the hiring of staff of color, with the percentage rising to approximately 16%, compared to the state average of 5.9%. The board outlined ongoing efforts to improve recruitment and retention. Staff retention data was analyzed, with a focus on engaging at least 50% of staff of color through digital and in-person opportunities. Feedback collected from a digital survey led to planning sessions aimed at building a shared understanding of strategic priorities, developing retention strategies, and addressing historical racialized experiences within the district.

The meeting also included updates on policy and infrastructure. Initially, there was a first reading of policy 613, concerning graduation requirements, which had not been updated since 2006. The need for revisions was acknowledged, with plans to revisit the policy in a subsequent meeting. Additionally, the fiscal year 2026 long-term facilities maintenance plan was discussed, with concerns about potential negative fund balances due to enrollment declines. The board moved towards approving the plan, which will be submitted to the Department of Education and is important for establishing the tax levy for 2025.

An important financial update involved a contractual relationship with an organization known as Children First, which had not fully reimbursed the district for expenses since fiscal year 2022. The outstanding amount was projected to be approximately $324,950 for fiscal year 2024, with efforts to negotiate a compromise proving unsuccessful. The district emphasized its fiduciary duty and the necessity for Children First to fulfill its financial obligations to avoid potential negative impacts on district finances.