[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6707749,"mediaKeyId","5067505-60bcbb475aa95192b610f5cd922efb88","parentId",5067505,"title","Wayzata presents preliminary 2025'26 budget; enrollment growth cited as main revenue driver","audioSeconds",3180,"startMs",868000,"endMs",4048000,"viewUrl","/Search/View?dp=1&key=5067505-60bcbb475aa95192b610f5cd922efb88&start=868&end=4048","thumbnailUrl","https://assets.pipeline.soar.com/5067505-60bcbb475aa95192b610f5cd922efb88/thumbnail_868000.jpg","articleUrl","/articles/6707749/Minnesota/Wayzata-presents-preliminary-202526-budget-enrollment-growth-cited-as-main-revenue-driver","mediaUrl","https://secure.pipeline.soar.com/6707749-c3fc3391e10e6fa07e487ddac7755af7/orig.mp4?Expires=1773663401&Signature=no2B71fEaHxvdyd37yc7LFYMfBn3T3UlHnu8KJ28i9LrCf8yIlpoVluIy7n4UJp9yen38Us9ukZqqfK6sUlMOseOjEe2tyWkMAHUcoinKMFsw9dviqR-lgj1RUubU7vqbu9S4~-MBrdDH-cYv4h04JuOF5aitidigCGIks0bZ96Pj8tMJ8E3x~p3W9xvKiYiPSVxg1wfuillFSD~KbdQtc3SytVdq8B~shdv6Oq9AftnxlxwjdWACv5861wLxRvGiLU~PUnJK0arv6-8G6qxYEGp5ZRLJgI~kPEXtjpOs7A7kclUOlJncIWkvOAIHcLTJzujIei4Xye-IOqqAs2k7Q__&Key-Pair-Id=KUT5TJCACFTXG","author","Wayzata Public Schools","date","2025-06-24T15:14:51.6Z","article","Finance Director David Draskovich presented Wayzata Public Schools' preliminary budget for fiscal year 2025'26 at the board work session Monday, outlining revenue and expenditure assumptions, enrollment projections and risks to the district's financial outlook.

Draskovich told the board the budget uses a projected enrollment of 13,186 students for 2025'26, up from a revised FY2024'25 figure the presentation cited as 12,760 (the transcript text reported 12,076 and an ``increase of 426'kids'''; the presentation emphasized a 426-student enrollment increase driving revenue growth). He said that enrollment growth drives roughly $3.1 million of the preliminary revenue increase and that overall the state general-education formula was assumed to rise 2.74% for 2025'26.

Key revenue assumptions included a 4% increase in property-tax levy capacity, a 2.74% increase in the general-education formula, and an assumption of flat federal funding for budgeting purposes. Draskovich noted district leaders intentionally used conservative federal assumptions because COVID-era dollars had ended and federal allocations remain uncertain.

On the expenditure side, Draskovich said salary and benefits account for roughly 71% of general-fund spending and that several cost drivers were assumed: health-insurance premiums up about 7%, special-education costs projected to increase (the presentation used a 10% increase figure due to projected needs), a 6% budget increase for transportation, and a modest rise in utilities. He said the district is negotiating multiple employee groups and is modeling conservatively on labor costs.

The presentation highlighted a long-term-facility-maintenance (LTFM) adjustment of about $8.8 million carried forward from earlier years; that restricted fund balance is accounted for separately in the district's finances. When LTFM is excluded, the prelim budget projected adding roughly $2.93 million to the unassigned general-fund balance for 2025'26.

Draskovich gave fund-specific details: Wayzata Caf's (food service) revenue and meal sales were projected to rise with enrollment and program changes, and the district planned to invest in a new freezer at the high school; community-education (Fund 4) was budgeted as fee-based with steady growth and a projected operating surplus. Debt service projections reflected scheduled principal increases and declining interest expense in the coming year.

Board members raised questions about special-education cross-subsidy aid and the risk that state-level policy changes could reduce that aid if the legislature does not secure the reductions cited in materials. Draskovich and others said the district could face revenue pressure if the state reduces cross-subsidy aid or if transportation- or special-education-related reimbursements decline; board members and staff discussed conservative hiring plans and continuing monitoring of enrollment and legislative changes.

No formal vote on the budget took place during the work session; board members were informed the preliminary budget would be on the agenda for the special/regular meeting that followed the work session.","mediaType","Video","parentTitle","School Board Work Session- June 23, 2025","oneSentenceSummary","Finance Director David Draskovich presented Wayzata Public Schools' preliminary fiscal 2025'26 budget Monday, saying enrollment growth is the largest single revenue driver while also flagging risks from special-education funding, transportation reimbursement changes and pending negotiations.","taxTitle","Wayzata Public School District, School Boards, Minnesota","taxId",13559,"location","Minnesota","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6707759,"Wayzata peer coaching program reports higher staff engagement in annual QComp review",1647,1291000,2938000,"/Search/View?dp=1&key=5067505-60bcbb475aa95192b610f5cd922efb88&start=1291&end=2938","https://assets.pipeline.soar.com/5067505-60bcbb475aa95192b610f5cd922efb88/thumbnail_1291000.jpg","/articles/6707759/Minnesota/Wayzata-peer-coaching-program-reports-higher-staff-engagement-in-annual-QComp-review","https://secure.pipeline.soar.com/6707759-ccc01adb835ef283bcf67dcc235b4b93/orig.mp4?Expires=1773663401&Signature=WAFi50G7s7NlsWnGskcldaCl44~-0kvjIW6Rrd04fd95gRg97Goz1GKL-kgnEnhsF2P8VOPrnePIJvXxgcyBs~rzdUBkJykl54arWiQ5G5TEFqnGoZJIBprKbMI06tUaak0BApGqlnaAPaiJzM7TTF5v~ah3ccsOcv~TlTQr0hgXMSneG90A~qHKhyxj-RfyuDXfjsj6Wm6PFtoxDloya8QbgDqUr~zh2-Jz4KXZmj6JkCYELviG~iUm-~Q4Z3XxkUZZ8-814HVcYi9HqgHN12ZejQxGXRSdEIdWJH8VJGJAFvW2hFG6OGV3FTfkLDRcYMw8LiV1jogyY9H3Dqq1WA__&Key-Pair-Id=KUT5TJCACFTXG","Peer coaches and district leaders presented the Wayzata Public Schools' annual QComp peer-coaching review at a board work session Monday, reporting gains on staff survey questions and describing program aims for 2025-26.

The presentation, led by Executive Director Dana Miller and three peer coaches, described peer coaching as a districtwide effort \"to cultivate a culture of continuous self-directed learning and growth among our staff,\" and said each of four survey question categories showed growth this year, with the largest rise (about 5 percentage points) on the item that asks whether \"working with my peer coach has positively impacted\" practice.

District leaders said the peer-coaching program pairs classroom teachers with coaches for two coaching cycles a year and is intended to align teacher goals with building- and district-level student-achievement targets. Peer-coaches described using the Center for Educational Leadership (CEL) tools and cognitive-coaching questions to help teachers identify a current state, an ideal state, and a concrete next actionable step.

Coaches said survey comments (presented as verbatim excerpts from staff responses) showed teachers valuing choice in coaching, increased willingness to try new practices, and the benefit of repeated exposure to ideas through multiple coaching roles (peer coaching plus literacy coaches and family partnership leads). One survey excerpt read: \"I see value in pairing peer coaching, literacy coaching, and family partnership leads'hearing ideas multiple times helps to cement learning.\" The presenters characterized those verbatims as representative examples of broader staff feedback collected anonymously at year-end.

Presenters described concrete program shifts for 2024-25: embedding CEL routines in coaching conversations; strengthening goal setting by connecting individual SMART goals to building/district goals; piloting a shift toward collaborative inquiry questions that center adult actions (\"How will my teaching choice ... impact student achievement and experience?\"); and increasing deliberate collaboration between peer coaches, literacy coaches and family partnership leads.

Board members asked about how peer coaching findings are shared across classrooms and buildings. Coaches said some PLCs (professional learning communities) conduct team observation cycles together and that coaches also recommend classroom visits to teachers who want to see a practice in action. Board members asked about evidence of student impact; coaches said anecdotal teacher reports and survey responses suggest change but that the program does not yet have a single districtwide student-assessment claim attributable solely to peer coaching.

The district framed the QComp peer-coaching work as an investment in teacher practice: coaches and several board members referenced national research linking coaching and collective teacher efficacy to student achievement, while also acknowledging the district cannot claim a direct causal link between coaching and student outcomes without additional study.

No motions or votes occurred at the work session; the presentation was informational and board members asked questions about scaling collaborative inquiry, preserving teacher confidentiality during cross-site sharing, and next steps for integrating CEL and cognitive coaching across more buildings.

Board Chair Milan Sahoney closed the segment by thanking the presenters and inviting questions; the meeting then moved on to other agenda items.","Peer coaches presented the district's annual QComp (peer coaching) review, reporting measured growth in staff perceptions of coaching and ongoing shifts toward collaborative inquiry and culturally responsive protocols; no formal action was taken at the work session.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6707754,"Wayzata facilities team outlines referendum timeline, proposes task force and September community survey",747,71000,818000,"/Search/View?dp=1&key=5067505-60bcbb475aa95192b610f5cd922efb88&start=71&end=818","https://assets.pipeline.soar.com/5067505-60bcbb475aa95192b610f5cd922efb88/thumbnail_71000.jpg","/articles/6707754/Minnesota/Wayzata-facilities-team-outlines-referendum-timeline-proposes-task-force-and-September-community-survey","https://secure.pipeline.soar.com/6707754-28b1ea2ab192cbf443ad188fdd6aafcf/orig.mp4?Expires=1773663401&Signature=o10is01CQIw4hbXEZVoeESHvk5NO6BNOW6Ri1Vr6oMzLFOsmBUiAyfWyYeBCj6SP3Pvs70vWpwUjRUMjUeXI6Q7tjC3atg8Aacy-QfLm0V7LvYAZVt~c8ud7qe4gJPlASeLt6W-sFpreFBGFb28LUcvzy1oquzIzIz3oxMVj~Far2~NzQybLZN8aXUBgSYbLIQh~hUIng8it7CRG1n5dVpuDRezQuxN5I4nwVXYGGvrws-OIg0q8b9cqC0D5G0eiXQGhcly4qq0s1gs8T2XAPw5VEVrVqYtYG9puJmv3WjzWrlViBiu5AuuC6sldRc6OfWpfJk~cGR~wc7Xxfd8Lgg__&Key-Pair-Id=KUT5TJCACFTXG","Wayzata Public Schools' Director of Operations John Deutch and consulting partners from Mold Architects and Kraus Anderson outlined a proposed timeline for a potential facilities referendum at the board work session Monday, proposing a task force, community survey and specific calendar milestones for board consideration.

Deutch said the timeline is designed to produce a preliminary concept for a bond scope and to gather community feedback before a board decision. The consultants recommended establishing a community task force in August, conducting a districtwide survey in September, and returning preliminary recommendations to the board in late October so the board could finalize any referendum plan by Nov. 10 if it wished to target an April special election.

Presenters described an engagement sequence that includes: continued steering-committee and principal-level capacity work through June–August; a small community task force (three meetings suggested) to review background, survey results and prioritization; and one or more board work sessions in August and November to review recommended scope and tax impacts. The presentation noted statutory and administrative timing constraints tied to the Minnesota Department of Education (MDE) review and comment process: MDE has up to 60 days for review, and the district must publish the commissioner's letter 45–60 days before an election. Presenters said a Nov. 25 submission deadline to MDE was included in the timeline so a district that wanted an April special election would meet the required publication windows.

Deutch and consultants also discussed non-capacity projects that could be considered for a referendum package, including transition-center improvements, build-out of the second floor at the early-learning site, pool work in partnership with the community, and special-education space upgrades. They advised the board that project prioritization should weigh community input on needs, probable tax impact and site constraints.

Board members asked how the district would engage municipal and county partners. Consultants said city and county engagement is optional but typical, and the district has engaged with the City of Medina and Plymouth informally where infrastructure or development issues intersect with proposed facility sites. Board members also asked how MDE evaluates referendum submissions; consultants said MDE determines whether a plan is \"educationally advisable\" (the usual outcome sought); a plan deemed \"not educationally advisable\" would require a 60% supermajority for voter approval instead of a simple majority.

Presenters noted the timeline includes early-voting windows and practical campaign considerations: early voting could begin as early as March 2 in an April special election, and survey outreach prior to formal board action would inform the task force's prioritization.

No vote or formal action was recorded; the presentation was informational and board members asked for continued updates and a plan for keeping the full board engaged between facilities-committee and SLT (superintendent's leadership team) work sessions.","District facilities staff and consultants presented a proposed timeline for a possible facilities referendum, recommending a community task force, a September survey, an October recommendation to the board and a November 10 board finalization if the district aims for an April special election; no decision was made at the work session.","actionData","errors"]

Article not found

Wayzata presents preliminary 2025'26 budget; enrollment growth cited as main revenue driver

Wayzata peer coaching program reports higher staff engagement in annual QComp review

Wayzata facilities team outlines referendum timeline, proposes task force and September community survey