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Board asks community‑connections committee to study boundary and budget questions; board members stress parent engagement
Summary
Board selected topics for the Community Connections committee to study over several months, including possible boundary changes, budget priorities and Dual Language Immersion (DLI) program placement; board emphasized the committee should gather parent input and will not include board members in initial meetings to avoid influencing results.
Board members discussed the Community Connections committee’s charge and potential first study topics, including boundary and feasibility study follow‑ups, Dual Language Immersion (DLI) program structure (neighborhood vs. magnet), and budget priorities tied to truth‑in‑taxation decisions.
Staff said the committee’s purpose is to study a board‑directed question over several months and return with recommendations. Several board members recommended beginning with whether the community would accept boundary changes to even out school capacities, and others suggested studying DLI program placement and the costs/benefits of running bilingual programs at neighborhood schools versus a magnet model. Board members agreed any community connections work on DLI should involve parent advisory groups as well.
To preserve independent community input, the board confirmed that board members would not attend initial community‑connections meetings; the parent advisory committee will send two representatives to participate. Staff will prepare background materials (budget overviews, enrollment/capacity figures and comparable salary data) to share with the committee and recommended a phased timeline over multiple meetings.
No formal decision was made; staff will prepare materials and convene the committee for its first meeting on Thursday, with a multi‑month study plan to follow.
