School District 10’s $15.5 million budget for the 2025-26 school year is a “status quo” budget, said Secretary-Treasurer Michael McLellan during the board’s May 20 meeting.
“It looks a lot like [2024-25],” he said. “It’s a balanced budget, plus a little bit of investment into capital projects.”
Projected enrolment for 2025-26 is 521 full-time equivalent (FTE) students, down slightly from 525. Most school districts’ operating funds come from enrolment-based funding from the Ministry of Education and Child Care. For 2025-26, MECC is increasing funding by 1.1% for standard, continuing, and alternate student FTEs, and the funding for unique student needs.
As usual, salaries and benefits make up the biggest chunk of the budget, at almost $10.5 million. The BC Teachers Federation collective agreement is up for bargaining and renewal. McLellan said once that’s done, the district will get the commensurate funding for increased salaries and wages.
The district will allocate funds for capital projects from the operating and special purpose surplus pools, but will still finish the year off with a $101,885 surplus.
School board office renovations
The board approved setting aside $220,000 from its accumulated operating surplus for the school board office renovation and refurbishment project.
The district plans to repurpose the section of the office formerly occupied by the Columbia Basin Alliance for Literacy (CBAL). Plans include a larger board room, additional meeting and office spaces, an improved reception, and a dedicated space for technology to enhance capacity.
The project will wrap up within the 2025 calendar year. It is estimated to cost $183,300, with an additional 20% contingency bringing the total to $219,996.
The board currently holds about $2 million in accumulated operating surplus.
Student self-report surveys
Superintendent Peter Dubinsky shared data from Middle Years Development Instrument (MDI) – a self-report questionnaire that students in grades 4 to 8 complete every year between January and March.
The survey asks students in districts across the province about their thoughts, feelings, and experiences in school and the community. Questions focus on five areas of development: social and emotional development, physical health and well-being, connectedness, use of out-of-school time, and school experiences.
Every year, Dubinsky shares highlights from grades 4 and 7. This year, he tracked the cohorts by comparing this year’s data with last year’s.
Thirty-one grade 7 students in the district completed the survey, with 45% self-reporting high well-being, 26% medium, and 29% low. This is a positive change from grade 6, when 31% reported high well-being, 27% medium, and 42% low.
Of the 38 grade 5 students that completed the survey, 54% reported high well-being, 19% medium, and 27% low. When they were in grade 4, 39% of the same students reported high well-being, 44% medium, and 17% low.
“Data from this year’s MDI provides essential information for teachers, schools, and the district to help meet the needs of students,” reads Dubinsky’s report.
Using the MDI data, the district has identified areas that need further attention, such as healthy eating, encouraging less screen time and better sleep hygiene, positive behaviour support, and continued focus on school connectedness and belonging.
The research is led by the Human Early Learning Partnership (HELP) centre at UBC.
Strategic plan update
The district is almost done its second year with the new strategic plan.
To promote integration in the district, the Strategic Plan Implementation Committee invited staff to participate in Communities of Practice (CoPs), each with a focus on one of the priority areas in the plan: competency, environment, health, and collaboration.
CoPs are groups of educators who come together to share expertise, collaborate on teaching practices, and learn from one another to improve their professional skills and student outcomes. The groups engage in collective learning by sharing strategies, tools, experiences, and solutions. Staff could form new CoPs, or join existing ones.
Superintendent Dubinsky said there were nine CoPs this year, concentrating on early learning, literacy development, Indigenous education, well-being and social-emotional learning, assessment, and environment and outdoor education.
The committee received feedback from 33 CoP participants. Dubinsky shared the results, which were positive. Many praised the initiative, commenting on its value to their professional growth, and would partake again next year. Participants said the CoPs helped them reflect more deeply on their teaching practices, increased their empathy, and improved collaboration.
