Deputy superintendent says Salina schools keep arts programs but face funding and staffing pressures

Shana Richter, deputy superintendent of schools for Salina USD 305, told the Salina Arts & Humanities commission that the district maintains a wide range of K-12 arts programs but faces budget and staffing pressures that could constrain extra offerings.

Richter said the district provides rotating music instruction and art classes at its eight elementary schools, offers band and orchestra opportunities for fifth graders, and requires a fine-arts credit to graduate high school. "It's the arts and, having opportunities is what connects students, to basically be part of our community, but also feel like they belong," Richter said, stressing the role arts play in retention and student engagement.

She said the district has more than 24 fine-arts course offerings across a progression from beginning to advanced-placement classes and that "approximately $3,000,000 of our budget" is devoted to fine-arts staffing; she added that figure excludes other academic staffing costs. Richter said arts staffing is paid from the district's general fund, which is composed mainly of state per-pupil funding and local property tax revenue.

Commissioners pressed Richter on how that funding is distributed and whether a single orchestra teacher can serve multiple schools. Richter said staffing is driven by enrollment and needs assessments at each building and that some positions are shared to create full-time roles that serve multiple schools. "We really try to provide opportunity that... is equal across our buildings," she said.

Richter warned that two demographic trends could reduce revenues tied to state formulas: a declining population and falling poverty measures that affect per-pupil allocations. She said those factors may force the district to prioritize core academic requirements — such as ensuring students read by third grade — over some extracurricular or "luxury" activities like extensive field trips.

To sustain arts opportunities, Richter urged community partnerships, mentorships and outside funding to provide instruments, bus subsidies and summer programs. She suggested using the schools as community hubs while offering many arts activities outside the standard school day to avoid squeezing the school-day schedule further.

The commission and Richter discussed the symphony's concern that beginning strings instruction in fourth or fifth grade may be late for building a pipeline of musicians; examples were raised of programs that start earlier and pair youth with mentors.

The commission did not take a formal vote on district policy. Richter offered district contact information for follow-up and encouraged commissioners and community groups to coordinate calendars and outreach to broaden participation and support.