MIDDLETOWN — The Middletown Unified School District Board of Trustees was updated on budget matters and test scores Wednesday night at its first meeting of the month.
Sherrie Ebyam, director of business services, detailed the district”s financial activity for the last school year in a report on unaudited actual expenditures. Along with projections for the future, the report included what could happen to the district if the state budget gets worse.
Though budget cuts and a drop in population during the last few years have affected the district, its expenditures have remained proportionally the same because of proportional budget cuts. Similarly, the percentage of income the district receives from its revenue sources has fluctuated slightly but remains proportionally the same.
Ebyam indicated in the report the district is prepared for changes to its budget if the state budget crisis worsens. The report also described trigger reductions, which would be reductions triggered by state revenues falling short of expectations.
The district would be affected by trigger reductions in 2012 if state revenues are more than $2 billion below forecast. An expected 4-percent reduction to daily attendance revenues would be implemented, which would cost the district approximately $404,000. An additional $60,000 would be cut from home-to-school transportation, equating to approximately 50 percent of the district”s transportation budget, bringing possible trigger reductions to the district to a total of $464,000.
Ebyam said in the report the district finished with a large actual unrestricted end fund balance for the last school year and has a high projected budget for the 2011-12 school year in place. She said this should keep the district solvent for the next few years.
Ebyam recommended the board approve the report, which occurred unanimously.
Everett Brooks, the principal of Minnie Canyon Elementary, provided an update on academic performance index (API) scores at the school with a PowerPoint presentation detailing some improvements.
Students at the school have improved in proficiency, with overall scores rising by 31 points. Most students at the lower levels, known as “far below basic” and “below basic,” improved to “basic” proficiency in math, science and language arts. Students at the higher levels, known as “proficient” and “advanced,” also made improvements.
Science saw the highest increases across the analysis spectrum, with most students going from “basic” to “proficient” last year. “Basic” competency was at approximately 54 percent in 2009-10, with approximately 21 percent at the “proficient” level. For 2010-11, the “proficient” level increased to approximately 61 percent of students, with approximately 13 percent at the “basic” level.
Language arts scores also reflected the trend of improving from “basic” to “proficient.” Students at the “proficient” level increased from approximately 19 percent to approximately 24 percent. “Basic” level students remained near constant at approximately 34 percent.
Math scores improved at the “basic” level, rising from approximately 25 percent to approximately 35 percent. The “proficient” level decreased slightly, from approximately 29 percent to approximately 26 percent.
Brooks said staff will continue to work toward improving scores and moving students from “basic” to “proficient.”
Kevin N. Hume can be reached at kevin.n.hume@gmail.com or call directly 263-5636 ext. 14.
