Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Position Savings topic
No spam. Unsubscribe anytime.
Board reviews district position savings, developer reallocations and risks to service levels
Summary
Board members were briefed on positions absorbed into schools, developer positions moved to grants, and above‑staffing assistant principals added for DA/Title I supports; staff warned some district services (help desk, coaching) will be slower and members urged caution on cuts to social workers and interventionists.
The board spent significant time on a staff packet showing district positions that have been absorbed or moved to grant funding and on a list of above‑staffing assistant principals placed at specific schools.
Staff explanation: Dr. Sunny Chancey described the position‑savings worksheet and said several positions previously funded centrally were moved to schools or to grant funding (title II and other federal grants). She told the board that some developers who previously coached districtwide were reassigned as school‑based developers "so they're still doing the position and getting supplementary pay for that position," and confirmed that, in some areas, the help desk and other services are slower because fewer central staff now serve multiple sites. "The short answer is yes. There's gonna be a level of service that we were able to provide at the district that we can still provide. It's just going to take a little bit more time," she said.
Board concerns: Several board members warned cutting developers, social workers or interventionists risks undoing academic gains and harms school culture. One board member urged caution about cuts to social workers and interventionists because those roles have "direct impact on our schools and our students in particular," and asked staff to prioritize retaining those supports where possible.
Options and next steps: Members discussed alternatives such as professionalizing dean roles into administrative positions (which some said could allow cost savings while keeping supports), allowing principals greater staffing‑plan autonomy to prioritize local needs, and examining capital‑outlay or property sales as revenue sources. Staff agreed to provide a school‑by‑school listing of assistant principals and deans, with student populations and DA status, so the board can spot patterns and consider options.
What’s next: Staff will return with requested tables and clarifications about which positions moved to grants, how many developers remain districtwide, and plans to mitigate slower service levels while seeking budget balance.
