Budget Realignment

School districts across Washington are facing big financial challenges. The money schools receive from state and local taxes isn't enough to cover the very basic, and rapidly increasing, costs of running a school district. This means there's a gap between the funding needed to give students a good education and the funds that are available to schools.

The state’s school funding mechanism changed six years ago with the inception of the McCleary “Solution.” What lawmakers determined was needed in schools then is different from what is needed today. Yesterday’s dollar is not today’s dollar.

While the intention was good, the Washington State Legislature’s 2017 “McCleary Fix,” has caused our school districts to face significant budget challenges. While the state made an additional investment in basic education, as required to fulfill the state’s paramount duty, the model does not ensure consistent and equitable resources for ALL school districts and limits how districts can raise and spend local funds. The new funding structure does not account for the loss of large amounts of local money, some of which is used to help fund things like extra-curricular activities, special education, teacher compensation and key classified staff positions. The plan impacts districts differently, but most will experience declining revenues needed to cover increased operating and salary costs.

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The reduction in workforce is driven by a combination of factors, including decreased enrollment, rising operational costs, and changes in state and federal funding. These decisions are made with careful consideration to minimize the impact on student learning and well-being.

Please see this presentation from the March 25, 2024, board meeting, which contains details on previously executed reductions and reductions that were proposed to the school board on March 25, 2024, and approved.

Answer: No, that claim is incorrect. In fact, the Yakima School District has demonstrated fiscal efficiency in its administrative spending.

For the 2022-23 fiscal year, our district's administrative overhead was only 11.5%, which is lower than the Yakima County average of 13.92% (as reported publicly through OSPI). Even more compelling, the Yakima School District ranks 258th out of 295 school districts in Washington for overhead expenditures. This means we have lower administrative overhead than 87.4% of all school districts in the state. These figures highlight our commitment to directing resources effectively towards student education and support services, rather than excessive administrative costs. We are dedicated to maintaining transparency and efficiency in our spending to ensure that our resources best support the educational needs of our students.

The Yakima School District is committed to supporting our educators through these challenging times by actively advocating for sustainable funding solutions at the state level and exploring innovative approaches to maximize current resources. We understand the impact of workforce reductions on our educators and are taking steps to support them, including organizing HR meetings to provide detailed information about the Reduction in Force (RIF) process, recall rights, and opportunities. Additionally, we collaborate with WorkSource to offer resources and assistance to those seeking new employment opportunities. Our goal is to navigate these challenges together, ensuring our educators feel supported and informed.

Community members can support the district by advocating for change at the state level (to find the legislators for your district, enter your address into the state's Find My District online tool, or call 1-800-562-6000), staying informed about education issues, supporting local schools through volunteering and participation in events, and voting for education-friendly policies.

1. Size and Scope of the District: Managing a large district with around 2,000 staff members, including about 200 administrators, requires significant oversight and organizational skills.

2. Diverse Programs and Services: Overseeing extensive services, including English Language Learning and Special Education programs, and managing significant Title I funding.

3. Multiple Labor Unions: Ensure relations and negotiations with ten labor unions, necessitating adept skills in negotiation and relationship management.

4. Compliance and Policy Management: Implementing and adhering to policies set by a policy governance board, ensuring compliance with educational policies, and managing the complexities that come with policy changes and implementations.

5. Compliance for Special Education Services: Ensuring that the district complies with federal and state laws related to special education, which includes a detailed understanding and implementation of legal requirements. (nested in #5 Special Education)

• Individualized Education Plans (IEPs): Managing the creation and implementation of IEPs for students with disabilities, requiring close collaboration with educators, specialists, and families to tailor education to individual needs.
• Resource Allocation (Special Education): Allocating appropriate resources to support special education, including staffing, equipment, and necessary classroom modifications to accommodate diverse student needs.
• Staff Training and Support (Special Education): Ensuring continuous professional development and support for staff working with special education students to maintain high educational standards and effective teaching practices.
• Parent and Community Engagement (Special Education): Engaging with parents and the community to support special education initiatives, fostering strong partnerships and communication to enhance student support.
• Integration Efforts (Special Education): Facilitating the integration of special education students into general education settings, promoting inclusivity, and monitoring the effectiveness of these efforts.

When the Yakima School Board hired Dr. Trevor Greene, he was a first-time superintendent beginning at a lower base salary, with increases granted the following two years commensurate with experience. Since then, increases to his salary have been the cost of living increases only.

Superintendent Greene's salary is determined based on a contractual agreement with the board of directors and reflects the market rate for superintendents in similarly sized, similarly complex districts (see the above Q&A regarding complexities and challenges). Any increases in his salary over the past several years have been in line with the state-determined Implicit Price Deflator (IPD), a measure of inflation, and is in place of the cost of living increases.

The Yakima School District is committed to transparency and open communication by providing accurate and timely information about the budget and decisions affecting the school community. Community members are encouraged to engage in dialogue, ask questions, and provide feedback through various channels, including ParentSquare, the district's budget website, and the superintendent's question and comment line. Presentations from the district's Chief Financial Officer have been regularly scheduled at school board meetings starting in July 2022. More detailed information has been distributed to staff throughout the 2023-2024 school year (October 18, 2023;  January 16, 2024; February 1, 2024; March 4, 2024)

Parents and community members are encouraged to stay informed and involved in the budget realignment process by:

• Visiting the Yakima School District's budget website for updates and resources.

• Attending school board meetings and budget workshops to learn about the budget process and provide input.

• Subscribing to district communications such as newsletters and ParentSquare for timely information.

• Participating in surveys and feedback opportunities to share your perspectives and priorities.

• Asking a question from the "Connect" section of our website, where you can submit inquiries directly to the district.

• Calling or texting the Superintendent at 509-581-5250 to voice concerns or seek clarification on budget-related or other matters.

• Reaching out to our financial services department with questions or concerns.

Levy funds are a critical funding source for the Yakima School District, supporting areas essential for student success but not fully covered by state and federal funding. These funds are strategically allocated to various needs across the district, prioritizing enhancing student learning and well-being. Key areas supported by levy funds include:

• Legal Requirements: Meeting mandates for special education,  transportation, and safety.

• Instructional Support: Funding classroom materials, technology upgrades, and professional development to enrich teaching and learning.

• Student Services: Supporting counseling, health services, and social-emotional learning programs.

• Facilities and Maintenance: Ensuring students learn in safe, modern, and well-maintained environments.

• Compensation: Supplementing state funding to cover salaries for essential staff roles that directly impact student learning.

• Technology and Infrastructure: Investing in up-to-date technology to support 21st-century learning.

• Athletics and Extracurricular Programs: Fully covering all athletics, ensuring students have access to sports, arts, and other extracurricular activities that foster well-rounded development.

These strategic investments are designed to ensure our students receive a high-quality, comprehensive education that prepares them for success.

The Reduction in Force (RIF) process is carefully managed in accordance with the collective bargaining agreement with the Yakima Education Association, ensuring fairness and transparency. Decisions about which positions are affected by the RIF are based on several factors, including seniority, qualifications, and the specific needs of our students and programs. The district is committed to supporting affected educators through the recall process, which allows for the reemployment of staff as positions become available. Information about recall rights and the process for returning to work in the district is provided through HR meetings and communications, ensuring that educators have access to the information and support they need during this transition.

Enrollment in the Yakima School District, like many districts nationwide, has experienced a decline, particularly during and following the COVID-19 pandemic. A Stanford-led study on post-pandemic attendance and enrollment highlights that this trend is not unique to our district. Decreased enrollment impacts our budget as funding from state and federal sources is often tied to the number of students. We are actively analyzing enrollment data to understand the reasons behind the decline and to develop strategies to address this challenge. In addition, an informative study was done by Stanford that you can read here.

No, the challenges of budget realignment and the need for RIF are not unique to the Yakima School District. Many districts across the state and nation are facing similar financial pressures due to factors such as declining enrollment, rising costs, and changes in funding formulas. We are closely monitoring these trends and collaborating with other districts to share best practices and advocate for sustainable funding solutions at the state and national levels.

The Yakima School District is taking several steps to address the budget shortfall and ensure financial stability, including:

• Careful analysis of enrollment trends and budget projections to inform decision-making.

• Strategic use of reserve funds to mitigate immediate impacts while planning for long-term sustainability.

• Exploration of cost-saving measures and efficiencies in operations without compromising the quality of education.

• Active advocacy for increased funding and support at the state and federal levels.

• Engagement with staff and the community to provide transparent information and gather input on budget priorities.

No. Since Dr. Greene assumed his role, there has been noticeable growth in our music offerings. As of 2019, Eisenhower had two music teachers, focusing on choir and marching band. We've since expanded to four teachers specializing in choir, orchestra, marching band, and jazz band.

While it's true that we conducted a Reduction in Force (RIF) affecting one music teacher, this position has not been removed from the 2025 master schedule. This demonstrates our ongoing commitment to sustaining a robust music program. Over the past few years, we've added classes to cater to diverse musical interests and skill levels, including a beginning band class for novices or those returning to music, and a mariachi class, launched in 2024 due to student interest. Impressively, our mariachi program earned a trip to the state competition in its first year.

Additionally, we offer Music Appreciation and AP Music Theory for students who do not play an instrument but need a fine arts credit for graduation. The music program's expansion is also reflected in the increased participation in our marching band, which has grown from 31 to over 140 members under Mr. Friese's direction.

It's important to note that the funding for our music program largely comes from the local levy, which supports a range of educational activities and programs, including the arts. Overall, the scope and scale of Eisenhower's music offerings have significantly increased under Dr. Greene's tenure, highlighting our commitment to enhancing and diversifying the fine arts education available to our students.

Certainly! The music program at Davis High School has seen significant growth and evolution over the last few years, reflecting our commitment to enhancing arts education:

• 2020-2021: The school year started with 3.0 Full-Time Equivalent (FTE) positions dedicated to music.
• 2021-2022: The music staffing increased to 3.6 FTE. This included a role split as 0.6 FTE at Davis High and 0.4 FTE at the district level. New courses added this year included Percussion, Advanced Band, and Jazz Band, contributing to the 0.6 FTE increase.
• 2022-2023: Music FTE further expanded to 4.0 with a full 1.0 FTE at Davis High. Additionally, two Music Appreciation courses were introduced, adding 0.4 FTE.
• 2023-2024: The program grew to 4.2 FTE with the addition of a 0.2 FTE for Mariachi at Davis High School.
• 2024-2025: The staffing remains at 4.2 FTE. This year, to manage teacher workloads effectively and focus on high-demand courses, we made the decision to eliminate IB Music, which had low enrollment and participation in coursework/exams. Instead, we prioritized courses impacting a larger number of students, like percussion.

At Davis High School, we actively involve our music teachers in the decision-making process to ensure that course adjustments align with both student interest and educational value. For the 2024-2025 school year, we made strategic decisions to optimize teacher schedules and maximize student participation:

• Choir Adjustments: The transition from offering a show choir to an additional Chamber choir next year was based on student numbers and the requirements for competitive choirs.
• IB Music Elimination: Given the low enrollment and participation in IB Music, with limited student submissions for coursework in the previous year, we chose to eliminate this course. This decision was made to reduce the number of preparations for teachers and to better serve the interests of a larger student group, particularly in percussion, which affects more students.

These adjustments reflect our ongoing commitment to responding to the needs and interests of our students while maintaining a manageable workload for our educators.

We want to assure you that the rumor you've heard is not accurate. Robertson will be fully operational in Fall 2024. We did decide to pause the launch of the dual language program in Kindergarten at Robertson (and Nob Hill) as previously planned for the next year, but please note this decision does not affect their current operations or the comprehensive education we provide. If you are interested in a dual language experience in Kindergarten in the 2024-25 school year, we have ten elementary schools that have launched their programs. Please get in touch with your principal if you would like more information.

If a certificated staff member’s position is eliminated due to budget cuts, the Yakima School District follows a process as outlined in the collective bargaining agreement (CBA) with the Yakima Education Association (YEA). Staff who have had positions eliminated had the opportunity first to select a position in their building, if positions were available.  If there were no positions in their building to select,  they went into the unassigned pool. In the unassigned pool they are able to select positions in the district that they were certified for. The selection of positions went by seniority as well as certification.  These positions came from staff members that resigned, retired or were on the Reduction in Force (RIF) list.  Staff on the RIF list will first have the opportunity to be recalled to a position in the district based on seniority on the RIF list and certification.  They will have the opportunity to return to their original position, if it is available or to a position as close as possible.  Staff who are part of the Reduction in Force (RIF) but do not have an assigned position for the next school year will enter the RIF pool, where they have priority for substitute assignments based on seniority before other substitutes are called in. They are encouraged to sign up for the substitute list and can take on long-term substitute roles if they meet the qualifications. For those who take long-term substitute positions, the district has provisions that allow for continued employment and benefits. For example, if laid-off staff make themselves available for work from the first day of school through September, the district will continue their health benefits for the month of September, and the expectation of continued employment allows benefits to continue for the full fiscal year. This commitment to support affected staff demonstrates the district’s effort to manage the RIF process with care for its educators’ well-being. To understand this process in full detail and to view the specific language used in the agreement, please refer to the collective bargaining agreement linked here.