Cliff Buchan
News Editor

Should the ISD 831 Board of Education involve itself in lobbying efforts with the State Legislature?

Ask board member Eric Langness and the answer is a rounding no.

Langness expressed his displeasure with a proposed district legislative platform prepared by Superintendent Lynn Steenblock. The platform was presented to the board for its first reading on Dec. 7 and is slated for a second review and vote on Jan. 4.

Such legislative platforms are commonplace from school districts and Forest Lake is no exception. With the legislature slated to open in January, Steenblock said it was time for the district to communicate its educational platform with House and State officials who represent the district.

The platform states positions on the general education basic formula and special education revenue that the district receives.

The platform was criticized last week by Langness who questioned the need for a platform and a formal school district position. He said he has confidence in his elected officials and can make an individual contact to state his positions on school topics.

ìWhy are we as a group choosing to do this?î Langness asked.

The reason is clear, Steenblock said. With so many mandates and subsidies applied to local school districts, full funding obligations are not being met, he said.

In particular, Steenblock pointed to special education. He defended the need for special education programs but was critical of higher-up officials who mandate programs but donít fund them.

Under federal special education mandates, federal dollars are committed to funding 40 percent of program costs. But this year, Steenblock said, federal funding covers only 16 percent of the cost, with local schools hit for the remainder.

ìThe State Legislature controls what we do,î Steenblock said. ìThe school district needs to be proactive in legislation.

ìIf we wonít do it (lobby), no one will,î he added.

The highlights

The proposed platform calls attention to what the school board sees as a disparity in the school funding system and how it impacts students, schools and taxpayers in lower property wealth districts in the state.

ìAs a result of a funding system that is unfair, taxpayers (in Forest Lake) end up paying more and students end up with less,î the platform says.

The platform calls for legislative action on the per pupil basic formula and an improved commitment to education technology funding, calling the latter ìembarrassingly low.î The platform suggests a new funding category for education technology be created.

The platform also calls for increased state funding for buildings and instructional technology in form of operating capital programs.

The platform also requests funding for an optional all-day kindergarten and other early learning initiatives. More revenue should also be made available for a wide range of transportation services offered by the school district, the platform said.

Regarding special education funding, after four years of the state special education formula remaining flat, the platform calls on the legislature to provide increased funding to meet the growing needs of the district. To help ease property taxes for local school support, the platform also seeks an increase in the equalization factors provided by the state on education-related levies.

ìThis increasing tax burden is particularly difficult for low property wealth districts with a higher sensitivity to property taxes,î the platform said.

ìWe believe that the findings of the funding study commissioned by P.S. Minnesota should be used to design an educational funding system linked to learning that provides all students the opportunity to achieve the high standards and expectations for students to successfully pursue their educational and economic futures,î the platform states.

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