Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Staffing And Hr topic
No spam. Unsubscribe anytime.
Administration proposes 11.5 FTE for 2025–26, including social work, special education and instructional positions
Summary
District administration presented a request for 11.5 new full-time-equivalent positions for 2025–26 to support special education, multilingual learners, interventions and operations; the board gave consensus to return the item for action.
District administration presented a 2025–26 FTE request on April 1 that would add 11.5 full-time-equivalent positions across the district to support student services, special education, interventions and operations.
Beatrice Salas, presenting the request, told the board the 11.5 FTEs were selected after cabinet review of school improvement plans, enrollment trends and student-need data. Presenters described proposed positions including a warehouse specialist (to manage the district’s stored furniture and equipment and serve as head custodian for two smaller buildings), additional social work time shared between Cortland Elementary and Hundley Middle School (0.5 FTE each), a special-education elementary self-contained teacher to meet rising primary-level special education needs, and an elementary math interventionist at Malta.
At the high school level, administration proposed two ESL teachers to address rising English-learners enrollment, one social studies teacher for newcomer Spanish-speaking students, a CTE teacher for food, clothing and textiles and adult living coursework, and a multilingual instructional coach (this latter position was described as a previously tabled request being reintroduced).
Presenters said some positions are tied to specific school-improvement plans or to the opening of the new Mitchell Elementary, where new furniture and asset-tagging are planned. Finance staff told the board the fund balance projections support the additions and that the requests fall within normal “organic growth” projections.
Board members asked how boundary changes and projected student movement affected the staffing needs; administration said building-level enrollments and projections were factored into the requests. The board gave consensus to bring the item back for formal action.
Why it matters: The requested FTEs address special-education caseloads, multilingual learner instruction and intervention supports; approval will change staffing and budget allocations for 2025–26.
What’s next: Administration will return to the board with the formal FTE request and recommended hires for board action.
