Alignment with Board Budget Values and Priorities

When resources are limited, a framework to make budget decisions for funding that is not required for certain use by law, contracts, or other agreement must be utilized. One of the first steps in the annual budgeting process is for the school board to set these guiding values and priorities, which then guide the administrative budget recommendations. 

Below is a non-exhaustive list of examples of how the proposed budget is aligned with the board’s values and priorities. 

  • Funded the implementation of lower class sizes, with substantial reductions at the elementary level, including ensuring that there are no split classrooms for Kindergarten through 2nd grade  
  • Use of Title I funds to support an interventionist in the area of literacy or math for all Title I schools. 
  • The MTSS Department will continue to include Instructional Specialists (ISs), School Improvement Specialists (SISs), and PAR mentors to provide focused instructional coaching at the classroom level and consistent support at the building level. These initiatives are funded by QComp, a federal school improvement grant, and federal Title II funds.
  • Maintenance of seven literacy specialists funded by the Minneapolis Foundation, who serve 10 schools with FTE ranging from 0.5 to 1.0
  • Continued support for the University of Florida Literacy Institute (UFLI) foundational skills resources implementation. In addition to UFLI, in FY 2026-27 early adopters will implement a K-5 knowledge based English Language Arts curriculum in grades K-5. We have allocated funds to ensure both the purchase of curriculum materials and professional development for staff will take place. 
  • Continued support for professional learning for staff on the Science of Reading (LETRS, Core), with 6-12 ELA teachers and additional secondary staff engaging in the training in SY 2026-27.
  • Use of Achievement and Integration (A&I) funds to support an interventionist in the area of literacy or math for all racially identifiable schools.
  • Increased the allocation to magnet schools and dual language programs through use of Achievement and Integration funds in order to ensure students in those programs can have increased access and exposure to language or magnet themed learning. 
  • We maintained the content leads in the Multilingual Learning (MLL) and Magnet Department that supports Spanish Dual Language Immersion and World Language & Bilingual Seals. We will also continue to have the District Program Facilitators (DPFs) for Hmong Dual and Heritage Language and for Somali Heritage language instruction.
  • With regard to service for our identified English learners (ELs), we continued our staffing ratios, averaging 1:37-39 when most comparable districts are at 1:50-55. 
  • We continue to fund an EL lead at each school and have weighted our secondary students whose language acquisition score is a Level 1 at a 1.5 in order to lower staffing ratios and provide accelerated service to those older students.
  • We will continue to fund the allocation of resources toward Dakota and Ojibwe world language instruction to support long-term program stability and linguistic equity.
  • Continuation of fifth grade instrumental music programming, with minimal reductions to align with student enrollment.
  • Continuation of the AVID program with current FTE of AVID tutors
  • All sites who had FTE funded for library media specialists (LMS) last year will continue to receive FTE funding for LMSs. The FTE allocations have been adjusted for enrollment.
  • Continued investment in Career and Technical Education (CTE) courses and transportation to districtwide CTE Centers.
  • Continuation of CityWide student leadership and engagement opportunities through the use of A&I funds. 
  • Use of A&I funds to expand access to college and career readiness courses for students in a protected class. 
  • Increased support and funding to magnet schools in order to expand magnet themed learning opportunities and access. 
  • Even though our financial reality necessitates reductions in budget allocations to departments, MPS proudly remains one of, if not the only, school district in Minnesota with investments into departments funded specifically to focus on the achievement of both Black students (Office of Black Student Achievement: OBSA) and Latine students (Office of Latine Student Achievement: OLA).
  • Continuation of current staffing levels in the Indian Education Department
  • We currently are updating our Memorandum of Agreement (MOA) with the Metro Urban Indian Directors/Phillips Indian Educators (MUID/PIE) and an agreement with the American Indian Parent Advisory Committee (AIPAC) regarding service for our Indigenous students. There will be no staffing reductions to the Indian Education department, instead the reductions are for non-salaried expenses. 
  • Continuation of summer integration literacy program. 
  • District family engagement specialists will continue to be funded.  Additionally, hiring a school family liaison remains an option at racially identifiable school sites through the use of A&I funds.
  • Enrollment projections include consideration for recent enrollment trends in order to make space for potential enrollment growth. Additionally, secondary schools were funded at a rate lower than the average class size in order to make space for students that may be on waitlists or students that enroll over the summer. 
  • Increased support and funding to magnet schools in order to expand magnet themed learning opportunities and access. 
  • Streamlining of enrollment processes at the Student Placement Center in order to improve the enrollment process and experience families have when first interacting with our district.
  • Maintain early childhood programming at the same level as the current school year.
  • Funding for enrollment marketing allocated in the Communications Department budget.
  • We will continue to fund secondary counselors at the same predictable staffing model as the current year.
  • In FY 2026-27, high school school improvement plans will include a goal on improving graduation rates. This work will be supported by the MTSS department and School Improvement Specialists. 
  • A&I funding will be used to expand and increase access to AVID, International Baccalaureate (IB), Advanced Placement (AP), and concurrent enrollment classes (e.g. U of M CIS courses) for students in a protected class. 
  • Use of A&I funds to support an interventionist in the area of literacy or math for all racially identifiable schools 
  • Use of Title I funds to support an interventionist in the area of literacy or math for all Title I schools.
  • Enhanced partnership with Metro Transit to provide greater controls and management of high school city bus transportation costs.
  • District-wide the proposed budget includes 105.4 FTE of school social workers.  Part of their role is to coordinate services and serve as the primary point of access to mental health resources.
  • Continued partnership with our eleven community school linked mental health agencies.
  • Continue funding support for the Family Resource Center, which works with families to access and enroll in benefits and services for which they are eligible. 
  • Awarded a grant to support Full-Service Community School programming at Andersen Middle School.
  • The proposed general fund 1 budget is balanced with projected revenue and does not rely on any assigned or unassigned fund balance. This is a noticeable shift from the past two years as MPS moves closer to a more sustainable financial future.