October School Board Corner
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FUSD Financial Update: Navigating Fiscal challenges
What happened?
At the September 11th meeting, the unaudited actuals for the 2023-24 fiscal year (which “closes the books” for that year and prepares it for formal auditing) were reviewed by the Board. This is a report of the preliminary numbers of actual revenue and expenditures compared with budgeted figures.
The report showed that the district received significant income from state programs, such as $4.4 million from Transportation Add-On Revenue (funds provided to help cover the costs of student transportation) and $2.5 million from the State Lottery. Local revenues included a one-time $2 million from Medi-Cal and other funds. The district also saved $12.9 million through lower spending on utilities, salaries, benefits, and supplies. These savings and revenues help the district maintain strong financial reserves, which are essential for dealing with unexpected costs or economic downturns.
The unaudited actuals also detailed the use of $146.9 million in ESSER funds, which were the pandemic learning recovery funds that are expiring this year. These funds were directed towards programs designed to address learning gaps caused by the pandemic, such as expanded learning opportunities, additional instructional time, after-school programs, and mental health supports.
Why is it important?
The unaudited actuals help us to understand the district’s financial health and to gauge how well its predicting its expenditures (money it spends) and revenues (money it receives), by showing how much difference there is between the expected and actual numbers.
If a district consistently overestimates its revenues or underestimates expenditures, it can lead to negative fiscal outcomes. On the other hand, underestimating revenues or overestimating expenses can lead to the district being overly cautious and not spending adequate money to provide the high quality services our students need.
The district’s reserve levels, which serve as a financial safety net, are slightly increasing – from 8.84% to 9.04%. This is higher than the state’s minimum requirement of 2%, but still within the Board’s recommended range of 5% to 10% during stable economic times. Reserves like these are critical for ensuring that the district can handle financial uncertainties in the future.
What can you do?
Understanding where the district’s money is coming from and how it is being spent allows you to better engage with school board decisions and advocate for areas you care about. Check out our new resource on Parent Advisory Committees (PACs) to learn how you can get involved!
Committing to positive student outcomes: How is Fresno Unified School District moving towards reaching their goals?
What Happened?
At the September 25th meeting, the board focused on improving student outcomes and operational excellence in the school district. The presentation highlighted several key areas, including strategies for diversity, equity, and inclusion, the role of principal supervisors in enhancing instructional leadership, and a review of the recent student performance data ahead of the state’s public release of data (see our initial analysis of the data released mid-October). The board presented new goals and initiatives for the 2024-25 school year, emphasizing collaboration, data-informed decision-making, and a strong support system for both students and school leaders. As a part of these goals, the district will be focusing on 3rd grade literacy, 8th grade math, and 9th grade on-track metrics, along with implementing “Let’s Talk” training for better customer service practices across the district.
The DE&I (Diversity, Equity, and Inclusion) department discussed how their department was working towards achieving these goals. They have three major strategies for working towards this and they include: systems of support, data-informed decisions, and inclusionary practices. These strategies have informed teaching practices by fostering training in cultural proficiency, educational justice, and inclusive teaching methods. Two examples of these strategies in action include:
- Instructional Support for African American Students: This initiative provides targeted literacy support during the school day, aiming to help all African American students achieve A-G eligibility for college admissions.
- Support from Principal Supervisors: This includes 1:1 site visits, monthly, principal meetings, instructional practice walks, checking in on literacy implementation plans, and professional learning communities. These efforts ensure principals engage in continuous learning and build collaborative environments for shared growth.
The conversation continued at the October 9th meeting, where site leaders gathered to discuss strategies for enhancing classroom instruction and improving student outcomes. The discussions emphasized the importance of regular classroom visits and face-to-face conversations focused on instructional practices. Leaders were encouraged to utilize guidance tools, such as the Instructional Practice Guide and the California Professional Standards for Educational Leaders, to facilitate these discussions.
Additionally, a tracker system, implemented to monitor progress and expectations for school leaders, was outlined, emphasizing the importance of fostering a collaborative culture through Professional Learning Communities Plus (PLC+). PLC+ involves structured collaboration among educators to analyze student data, share instructional practices, and develop strategies for improving student learning outcomes.
Why is this Important?
These meetings are crucial as they set the tone for the academic year and establish a framework for site leaders and educators to enhance instructional quality. By prioritizing regular classroom visits and collaborative discussions, site leaders can directly influence teaching practices, which subsequently impacts student learning outcomes.
The ongoing focus on data-driven instruction ensures that decisions are grounded in evidence, enabling targeted interventions that address the diverse needs of students. The inclusion of diversity, equity, and inclusion initiatives ensures that these strategies are responsive to all student populations. Furthermore, fostering a culture of collaboration through PLC+ not only enhances teacher efficacy but also cultivates an environment where educators can share best practices and support one another in their professional growth.
What Can You Do?
Follow the district’s progress on LCAP goals, especially the implementation of the equity multiplier. Attend public meetings, review updates, and engage with the district’s efforts to address the needs of the lowest-performing student groups and participate in feedback opportunities as the district implements the new LCAP. Share your thoughts on how well the district is meeting its goals and addressing the needs of all students.
Additional Highlights:
- Tressa Overstreet is now the Associate Vice Chancellor of Educational Services and Institutional Effectiveness: At the 9/11 meeting, trustee Islas brought up the agreement between the Fresno Unified School District and the State Center Community College District for approval. The purpose of this agreement would be to maximize all opportunities for students and would contribute to dual enrollment. Trustee Islas named the mentioned employee, Tressa Overstreet, as being a prime example of Fresno Unified School District staff working hard to improve student outcomes.
