Report on DeForest Area School District’s Referendum Funding and Alignment with Sustainable Development Goals

1.0 Introduction

This report details the allocation of a recurring $7.9 million operational referendum approved by the community for the DeForest Area School District. The information was presented during a DeForest-Windsor Chamber of Commerce event on September 25. The district’s strategic plan for these funds demonstrates a strong commitment to achieving several United Nations Sustainable Development Goals (SDGs), primarily SDG 4 (Quality Education) and SDG 17 (Partnerships for the Goals).

2.0 Referendum Funding Allocation

The operational referendum is designated to support five key areas within the school district. These initiatives are crucial for maintaining and enhancing the educational environment, directly contributing to local and global sustainability targets.

1. Support for Instruction and Programming
2. Maintenance of Facilities
3. Advancement of Technology
4. Retention of Staff
5. Enhancement of Safety and Security

3.0 Alignment with Sustainable Development Goal 4: Quality Education

The district’s use of referendum funds directly supports the targets of SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

• Target 4.1 (Universal Primary and Secondary Education): Funding for instruction and programming directly enhances the quality of education provided to all students, ensuring they receive effective and relevant learning experiences.
• Target 4.a (Effective Learning Environments): Investments in maintaining facilities, technology, and safety protocols are critical for building and upgrading education facilities to be safe, inclusive, and effective learning environments for all students.
• Target 4.c (Increase the Supply of Qualified Teachers): A strategic focus on staff retention addresses this target by creating a supportive and competitive environment that attracts and keeps qualified educators, which is fundamental to delivering quality education.

4.0 Alignment with Sustainable Development Goal 17: Partnerships for the Goals

The district’s engagement with the DeForest-Windsor Chamber of Commerce exemplifies the principles of SDG 17, which encourages partnerships between different sectors of society to achieve sustainable development.

• Target 17.17 (Multi-stakeholder Partnerships): By presenting its strategic funding plan to local business leaders, the school district is fostering a public-private community partnership. This collaboration is essential for mobilizing and sharing knowledge, expertise, and financial resources to support the achievement of sustainable development goals at the local level.

Sustainable Development Goals (SDGs) Addressed in the Article

1. SDG 4: Quality Education

   • The article’s entire focus is on the DeForest Area School district’s use of referendum funds to improve its educational system. The funds are allocated to core educational components such as “supporting instruction and programming, maintaining facilities, technology, staff retention and safety,” all of which are central to the mission of providing quality education for all.

Specific SDG Targets Identified

1. Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

   • The article mentions that the referendum funds are used for “supporting instruction and programming.” This directly aligns with the goal of providing quality education aimed at achieving effective learning outcomes for students within the school district.

2. Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

   • This target is directly addressed through the allocation of funds for “maintaining facilities,” implementing “technology,” and ensuring “safety.” These actions are fundamental to creating and sustaining a physical and technological environment that is conducive to effective learning.

3. Target 4.c: By 2030, substantially increase the supply of qualified teachers…

   • The article highlights “staff retention” as one of the key goals of the referendum. Retaining qualified staff is a critical component of maintaining a stable and experienced teaching force, which is essential for delivering quality education and aligns with the broader objective of ensuring an adequate supply of qualified teachers.

Indicators for Measuring Progress

1. Implied Indicators for Target 4.a

   • The article implies that progress can be measured by the condition of the educational environment. While no specific metrics are given, the use of funds for “maintaining facilities,” “technology,” and “safety” points to measurable outcomes. An implied indicator would be the proportion of schools within the district with upgraded facilities, access to modern technology for pedagogical purposes, and enhanced safety measures.

2. Implied Indicators for Target 4.c

   • The focus on “staff retention” implies that the **teacher attrition rate** or **staff turnover rate** is a key performance indicator for the district. A decrease in this rate would signify progress towards maintaining a stable supply of qualified teachers, as per the goal of the referendum.

Summary Table: SDGs, Targets, and Indicators

Source: hngnews.com