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Seaford board hears presentation urging fixes to Delaware school unit-count funding
Summary
At its Feb. 28 meeting, the Seaford Board of Education was briefed on a proposed "CFO model" that would change how the state converts student need into funded positions, with presenters saying adjusted weights for low‑income and multilingual learners could add dozens of positions to some schools and nearly $1.5 million in funding.
At its Feb. 28 meeting, the Seaford Board of Education heard a detailed presentation on state school funding that described gaps in the current unit-count system and showed how proposed adjustments would shift staffing and dollars to higher‑need schools.
The presentation, introduced by Patches Hill and presented with assistance from a Mr. Cameron, summarized work shown to the state Public Education Finance Commission and called the recommended approach the "CFO model." Hill told the board the model aims to restore the unit-count system so that students and program additions drive appropriate teacher, administrative and district positions.
The presentation said the system currently separates several funding streams in ways that do not generate matching administrative or support staff when districts add programmatic positions such as academic excellence teachers, mental‑health staff or multilingual‑learner supports. "You get the teacher, but you don't get more principals or APs to do observations on those people," Hill said, describing a shortfall in administrative capacity that the presenters called "overburdened." Hill added that the district has been explaining those mechanics to state committees for months.
Using recommendations from an AIR review, the presenters showed an option that would apply a 0.81 weight for low‑income students and a 0.15 weight for multilingual learners when calculating units. Under that weighted scenario, the presentation said Wilbur Elementary would gain about 24 positions and Laurel Elementary about 39 positions; the example district impact rose to nearly $1.5 million in additional funding. The presenters said converting opportunity funds into weighted units and aligning Division 1, 2 and 3 funding would restore the system's original intent of generating both instructional and support positions.
Board members asked about the source and scope of the recommended changes. Hill and others clarified the proposals are state‑level changes to how unit counts are calculated and are not federal programs; Hill said the adjustments shown were state recommendations based on the AIR team's work and a multi‑district review. He also said local salary matching and the local share of positions remains required under existing practice.
Presenters and board members discussed prior and parallel work on teacher compensation and other committees (including references to HB100 and HB300, and a separate compensation committee) and noted implementation would be phased. Hill said proponents think the changes could be implemented over time and estimated a pathway to fully realize the model by fiscal 2027, while stressing the complexity and the need for equalization and capital‑funding reforms as complementary fixes.
Hill and board members emphasized that school staffing shortages nationwide complicate immediate gains: even if units are restored, recruiting and retaining teachers remains an ongoing challenge. Board member comments during the presentation repeatedly returned to the local effects — high multilingual‑learner shares at some schools and the strain on single counselors or specialists — and to the presentation's conclusion that the unit system is not "broken" in concept but has become "overburdened." Hill said districts and state officials are working on multiple models and cost runs so legislators can see statewide fiscal impacts before any change is adopted.
The presentation materials were described as drawn from statewide work already shared with the Public Education Finance Commission, the state chiefs and other stakeholder groups. Hill and other speakers urged continued engagement as the state's work moves forward.
