The Sioux City Community School District reported that a federal “pause” on Title I–IV allocations could remove roughly $1.7 million in budgeted expenditures and as much as $2.1 million when a one-time carryover transfer is counted. District administrators told the board on July 21 that Title 2 (professional development) and Title 4 (student support and academic enrichment) are the largest immediate impacts, with Title 3 (English-language learners) and Title 1C (migrant student supports) also affected.

Angela Bemis, a district staff member presenting the summary, said the district used the same allocation assumptions as last year because the U.S. Department of Education put allocations on pause. “The biggest hit for us is Title 2 and Title 4,” Bemis said, adding that Title 3 is a “big hit” though the district receives less federal ELL money than the other buckets. She told the board the district estimates about $1.7 million in immediate expenditures at risk, and $2.1 million when an advance transfer of $250,000 carried from the prior year is included.

Why this matters: the paused funds support teacher professional development, supplemental ELL curriculum and tutors, after‑school and enrichment programs (music, art, PE, STEM), and specialty school programming. Bemis said the federal funds are highly restricted and recent years have seen stricter approvals: items previously paid from Title grants have been disallowed, and the district has had to reallocate or carry over funds.

Key details and next steps: Bemis listed several concrete amounts referenced in the presentation: last year’s Title 1C allocation around $438,000 (with $233,000 unspent and $205,000 spent on targeted migrant activities); Title 2 carryover of roughly $187,000; Title 3 last‑year allocation about $337,000; and a net estimate of $2.1 million if the prior‑year transfer is counted. She said the district used allowable transfers (for example, from Title 4 into Title 3) to cover an ELL curriculum purchase this past year and had planned some carryover intentionally.

The administration’s immediate plan is to: identify alternate funding sources for committed professional development projects; restructure curriculum cycles to move some items into the district’s instructional support levy (ISL); and bring detailed proposals to the board finance committee. Bemis said the district has identified approximately $750,000 in commitments it would prioritize for replacement first if the pause becomes permanent.

District leaders emphasized they are not recommending staff layoffs tied to this pause. Bemis said the only staff paid through the affected federal grants are ELL tutors and the district is recommending keeping those positions funded. Superintendent Juan Cordova reiterated the district’s emphasis on keeping teaching staff in classrooms.

Board members flagged programs that could be affected in practice, including robotics, the hospitality pathway, and music and arts that had in prior years been supplemented by Title 4. Director John (surname not specified) and Director Henke described past instances where federal designations limited what the district could fund (for example, robotics not qualifying as STEM under a federal reviewer’s interpretation). The board asked staff to provide a prioritized “must have / maybe / can do without” list when the administration returns with budget proposals.

What the district will ask the board to do next: Bemis said staff will prepare detailed budget amendments and committee materials for the board finance meeting outlining the prioritized replacements (estimated at roughly $750,000 of immediate need) and possible shifts into the ISL. The board will consider those recommendations in coming meetings.

Ending: District staff said they are preparing to operate under the assumption the pause could be permanent, though the administration will adjust if federal allocations are restored. The board acknowledged the summary; no formal vote was required on the presentation.