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Board hears major FY26 academic priorities: reading, multilingual hires, summer/extended time and dual‑enrollment expansion
Summary
District staff outlined the academic priorities that will drive FY26 budget asks, including nearly $2 million for reading initiatives, a request to hire about 55 multilingual teachers to meet caseload rules, expansion of extended‑time (200‑day) schools pending an external study, pre‑K floaters, and a pilot to expand dual‑enrollment seats.
District administrators presented the academic components of the FY26 estimate of needs, describing major staffing and program requests intended to raise student outcomes and meet state requirements.
Reading and literacy: Staff said the budget includes an almost $2 million commitment to strengthen the district’s literacy work, including training and staffing to support a “science of reading” approach across preschool, elementary, middle and high schools. Staff said reading is the district’s top instructional priority and that actions are intended to elevate student outcomes district‑wide.
Multilingual learners: Administrators said the budget request includes funding to hire approximately 55 additional multilingual teachers because state caseload limits have reduced the number of students a teacher may serve. Staff said the district currently employs about 82 multilingual lead teachers and will recruit to reach compliance; they discussed dual‑endorsement and partnerships with universities to grow local capacity.
Extended time and 200‑day schools: Staff described a phased approach to expanding the district’s 200‑day school model. They said a Merck‑funded study of current 200‑day schools will inform board decisions about whether to add another 200‑day site, and that community engagement would follow only after the board directs expansion.
Pre‑K floaters and interventionists: Staff said pre‑K classrooms require floaters (instructional support staff who cover teachers’ breaks and provide interventions) and requested increased funds for those roles and for reading interventionists. Board members asked for clarification on whether floaters are certified teachers (staff said they are instructional assistants/support staff, not certified teachers).
Secondary priorities and dual enrollment: Secondary education staff proposed added high‑school testing coordinators, an expansion of a mentorship program that showed positive results in a pilot, and a proposal to restore dual‑enrollment capacity. Staff said the cost to restore the larger dual‑enrollment program to prior capacity is roughly $37,000–$50,000 depending on the model; they asked for a $50,000 pilot to test a lower‑cost virtual dual‑enrollment course pathway and to identify sustainable billing and course alignment arrangements with partner colleges. Staff said dual‑enrollment success rates have improved and the district will increase outreach and counseling support to boost participation and completion.
Board members pressed for more detail on recruitment plans for multilingual teachers, how title funds might be redirected to support high‑school literacy coaches, and for clearer community engagement timelines before any decision to open another 200‑day school. Staff said they will return with additional cost and recruitment details.
