Frequently Asked Questions

The audit completion date is determined by the auditors. Fridley Public Schools continues to work with our auditors to get them the information and documentation they request as they move through the process. Audit item tracking can be found here.

Fridley Public Schools is actively working with our external auditors and is fully committed to a thorough and accurate audit process. We understand the community's interest in the audit's completion, and we share your desire to bring this process to a timely conclusion.

At this time, we do not have a confirmed completion date to share. Audit timelines are determined by the auditors themselves — not by the district — and are subject to the scope of work, documentation review, and any additional procedures the auditors determine are necessary. We are cooperating fully and responding promptly to all auditor requests.

We also want the community to know that the Minnesota Department of Education is aware of our situation and is actively monitoring alongside us. Their involvement reflects the seriousness with which both the district and the state are approaching this process.

We are committed to making the completed audit available to the public in accordance with our obligations under the Minnesota Government Data Practices Act. Once the audit is finalized, it will be shared publicly and presented to the Board of Education at an open meeting.

• Our Statutory Operating Debt (SOD) series is a great resource for details on finances and accountability. Module 1 (SOD Overview) and Module 2 (Financial Deep Dive) provide information on our current finances and enrollment. Module 4 (Action Plan) shares a detailed plan for our recovery. Module 5 (Governance and Accountability) informs the role of the School Board, while Module 6 (Board Communication Guide) shares communication information for our board, staff, and community. 
• As with all budgets, there are times of the year when more payments are due than others. Fridley Public Schools realized there was potential for a cash flow problem at the end of January due to a large payment. To ensure we could cover operations and payroll and avoid interruptions in learning for our students, the School Board approved the district to issue General Obligation Aid Anticipation Certificates of Indebtedness. The district plans to repay this as soon as possible, accelerated by the high probability that not all the money will be needed. The strategy will be part of the SOD plan.
• Information about the budgets can be found on the Business and Finance page.

• Fridley Public Schools plays a part in our community taxes. For historical and current information, you can find presentations from 2020 through the current year. Presentations can be found on the School Board Overview page.  
• Each December, our School Board business meetings include a dedicated portion on Truth in Taxation.

The Truth in Taxation reports are posted on the School Board Overview page.

• According to the most recent BrightWorks Annual Class Size Study, Fridley Public Schools continues to report some of the smallest class sizes in the Twin Cities metro area.
  • Kindergarten averages 16.27 students, the lowest among participating districts. The regional average is 20.09 students per class.
  • Elementary class sizes average 18.21 students, compared to the regional elementary average of 23.33 students per class.
  • Overall, in kindergarten through 12th grade, Fridley Public Schools’ average class size is 26.10, below the regional average of 27.23 students per class.
• The district continues to prioritize smaller class sizes as a strategy to support academics, student belonging, and inclusive practices.

• In August 2025, Fridley Public Schools announced that it had eliminated all participation fees for extracurricular activities and athletics. Expanded transportation options were provided so students could get to and from practices and club meetings. 
• This initiative was designed to remove barriers that often keep students from fully participating and to encourage every student to explore their interests, discover new talents, and feel connected to their school community. 
• Participation in activities outside the classroom has been shown to boost academic success, build leadership skills, and improve overall wellbeing. However, for many families, cost and transportation can be deciding factors. By removing those obstacles, the district is opening the door wider than ever before. 
• Additionally, this decision reflects the district’s commitment to going above and beyond for students by implementing student-centered policies that ensure opportunity, access, and belonging for all.

• Positions on the Safety and Security team have been added between January 2025 and January 2026. Some positions were posted publicly, while others were direct appointments. Positions vary from temporary employees to full-time, permanent employees.
• No security positions are funded out of the general fund. They are funded through Special Education, Safe Schools, and Title IV funding. 
• During increased federal immigration enforcement this school year, members of the safety and security team patrolled our schools during arrival and dismissal time. Superintendent Brenda Lewis often rode with a member of the Safety and Security team. 
  • The Safety and Security team member’s role was to ensure student safety, verify compliance with safety protocols, and communicate any concerns to principals and district office staff. 
  • The role of Superintendent Lewis was to check in on principals, staff, students, and families. She resolved issues at schools while collecting data to support safety decisions for the district.
• Most of our security positions were located at our VSITA Education Center and will return when the district deems appropriate.

• As Superintendent Lewis shared at the February School Board business meeting, staffing budget reductions will be kept away from schools and will be concentrated at the District Office level. Review this information in Module 1 of the SOD series.

• Fridley Public Schools is legally required to negotiate with the Fridley Education Association (FEA). The district and FEA held three negotiation sessions before a tentative agreement was reached. A two-year contract and was signed on June 20, 2025.
• Master Agreements can be found on our employment page.

Fridley School District posts most open positions on its website for a minimum of five days. The Superintendent has appointment individuals into positions when a candidate has the requisite skills. The Superintendent is the final decision maker in all hiring.

I noticed that the Center for Effective School Operations has been providing/acting as the Fridley School District Director of Finance as specified in the Fridley Public Schools’ Adopted Budget Fiscal Year 2025-2026 document dated June 17, 2025. Therefore, I’d like to know where can I find/download all contracts awarded to CESO over the past three years to provide these and any other services to the Fridley School District?
CESO Contract 2024
CESO Custodial Contract 2024
CESO Transportation Contract 2025

Superintendent Contract 
Superintendent Contract Addendum

Audit Agreement 2025
Audit Agreement 2024
Audit Agreement 2023
Audit Agreement 2022
Audit Agreement 2021

Explanation of CESO Agreements: https://youtu.be/71tebMUTogE

CESO Billing Statements: CESO 2024 Invoices

June 12, 2026

Minnesota Department of Education
School Finance Division

RE: Fridley Public School District #14 – Response to Information Request

Dear School Finance Team:

Fridley Public School District #14 is submitting the attached response tracker, (here) which contains links to the supporting materials, in response to the Department's request regarding the district's financial condition, audit status, cash flow projections, and budget development process. This information is being provided in advance of the June 18, 2026 deadline established by the Department. The district has compiled the requested information related to:

• FY2025 audit status

• FY2026 estimated budget versus actual revenues and expenditures

• FY2026 audit firm information

• FY2027 budget development process and approval status

• Vendor payment status

• Cash flow analysis for January through September 2026

• August 2026 bond payment obligations

• September 2026 aid anticipation payment obligations

District administration continues to monitor cash flow, review expenditure activity, evaluate operational and budgetary adjustments, and work closely with Ehlers, PMTA, BerganKDV, and the Minnesota Department of Education. The district has strengthened its review of accounts payable activity and cash flow forecasting and continues to evaluate strategies to improve its long-term financial position.

The FY2025 audit remains in progress. Upon completion of the audit, the district anticipates working with MDE to update its Statutory Operating Debt (SOD) plan, revise financial projections as necessary, and evaluate whether amendments to the FY2027 budget should be presented to the School Board based on audited financial results and updated financial forecasts.

Thank you for your assistance and continued support as the district works through these financial and operational challenges. Please contact us if additional information or clarification is needed.

Sincerely,

Brenda Lewis, Ph.D.
Superintendent
Fridley Public School District #14

Fridley Public Schools is one of the few districts that has seen increased enrollment over projections in the last two years. We saw an increase of 100 students over the projection in the 2024-25 school year and 104 students over the projection in the 2025-26 school year. 

• Fridley Public Schools has clear expectations for our students during the school day. These can be found in our District Student-Parent Handbook, found on our website. 
• All students attending Fridley Public Schools have the responsibility to: 
  • Attend school daily, except when excused, and be on time to all classes and other school day functions; 
  • Pursue and attempt to complete the course of study prescribed by state and local school authorities; 
  • Make necessary arrangements for making up work when absent from school; 
  • Assist the school staff in maintaining a safe school for all students enrolled therein; 
  • Be aware of all school rules and regulations and conduct themselves in accordance with them; 
  • Assume that until a rule is waived, altered, or repealed, it is in full effect; 
  • Be aware of and comply with state and local laws;
  • Be aware of and comply with both State High School League rules and regulations and school board policy when participating in extracurricular activities; 
  • Be willing to volunteer information in disciplinary cases and cooperate with school staff; 
  • Protect and take care of the school’s property, and the property of others; 
  • Dress and groom to meet fair standards of safety, health, and common standards of decency; 
  • Avoid inaccuracies in student newspapers or publications and indecent or obscene language, both written and verbal (see District Policy 505 Distribution of Materials on School Property or at School Events); 
  • Express ideas in a manner that will not demean, offend, or slander others (see District policy 413 Harassment and Violence). This includes, but is not limited to, the district's Cyberbullying Policy 514: Bullying Prohibition.
• The handbook also provides students and parents with information about how students will be held accountable for their behavior. This information can be found on pages 21-27 of the District Student-Parent Handbook.  If you need more information, you can contact the school administrator.
• When it is apparent that a student has shown an open disregard for specified school rules or when the student’s actions disrupt the academic process, the student will be suspended from school. Normally, prior to a suspension, the student will meet with an administrator to discuss the reason(s) for the suspension, the length of the suspension, and the plan for re-admission. The student will have an opportunity to be heard, to hear all charges, and to refute the charges. If a suspension does result, the school administration will alert parents of the situation before sending the student home or before the parent picks up the student. Suspension from school is viewed as a denial of the privilege of school attendance, and reinstatement to classes will be governed by the provisions outlined in the State of Minnesota Pupil Fair Dismissal Act of 1974. When a student is suspended: 
  • The parent will be contacted to pick up the student. 
  • The student must contact his/her parent/guardian by telephone (high school). 
  • The student must leave school, as directed by the principal (high school). 
  • The student must remain away from school and school functions unless the principal or assistant principal gives permission for a school visit to get instruction or assignments. 
  • A re-entry conference must be set with the assistant principal.

• The following includes descriptions and examples of academic rigor in Fridley Public Schools:
  • Mathematics: Our district is committed to math instruction that allows students to excel in the skills they need to succeed in college and the workplace. We advocate instruction that engages students in understanding mathematics, computing fluently, applying strategies to solve problems, reasoning logically, and connecting and communicating mathematical ideas through the standards for mathematical practice. Our curriculum and instruction are coherent, focused, and consistent with research in the field, empowering every student with the opportunities mathematics affords. The instructional program is built on the IB Framework and embeds the MN Academic Standards in Mathematics. The math curriculum can be reviewed on our curriculum website.
  • Reading and Literacy: In Fridley Public Schools, we define competency in language arts as the ability to independently read, write, and understand textual material appropriate to the student's age and grade level. The goal is proficiency for all students by implementing research-based core reading and writing instruction. Students are assessed using school-wide screening measures and rubrics to identify proficiency levels. There is a strong focus on students' abilities to communicate effectively, both orally and in writing, as well as comprehend language through listening, reading, and viewing. All students need to be able to communicate effectively and be critical readers and writers. The K-12 instructional program builds on students' language learning experiences from each previous year. Knowledge, conceptual understanding, and skills will be developed through reading, writing, listening, speaking, and investigations. Review the Local Literacy Plan for more information.
  • Science: The main approach to teaching and learning sciences in the Primary Years Programme (PYP) (Kindergarten-4th grade) is through structured inquiry. PYP students are encouraged to investigate science by formulating their own questions and finding their own answers, including through research and experimentation. In turn, students construct meaning and create models of how the world works through the development of scientific knowledge, conceptual understanding, and skills. Scientific inquiry is central to teaching and learning science in the Middle Years Programme (MYP) (5th-10th grades). It enables students to develop a way of thinking and a set of skills and processes that allow them to acquire knowledge and understanding. Science and its methods of investigation offer a way of learning that contributes to the development of an analytical and critical way of thinking. Inquiry is at the heart of MYP sciences and aims to support students’ understanding of science by providing opportunities to independently investigate relevant issues through research and experimentation. The MYP sciences curriculum must be relevant to students' interests, providing opportunities to explore the connections between science and everyday life. It is anticipated that students will become interested in and engaged with the role of science in the world. By investigating real-world applications of science, the “one world” objective allows students to gain insight into the tensions and dependencies between science and societal, environmental, and ethical factors. Fridley High School offers multiple science electives, including various options for the Diploma Programme. Review the Key Science Topics for more information.
  • International Baccalaureate: Fridley Public Schools is the first district in Minnesota to have a full continuum of International Baccalaureate (IB) programs. IB champions a stance of critical engagement with challenging ideas—one that values the progressive thinking of the past, while remaining open to future innovation. Since implementing the International Baccalaureate programs across all schools, the district has fostered global citizens who are civic-minded, confident, and competent communicators. Students are skilled problem solvers and capable of creative thinking. Additional benefits of the IB continuum include a commitment to offering second language instruction to students in all elementary, middle, and high schools; the creation and revision of a rigorous written curriculum; ongoing professional development for teachers; a common language used throughout all buildings; and common curriculum structures between the elementary, middle, and high schools. Visit the International Baccalaureate official website for more information.
  • Post-Secondary Enrollment Options: Fridley Public Schools offers Post-Secondary Enrollment Options (PSEO) for our high school students. This program allows 10th, 11th, and 12th grade students to earn both high school and college credit while still in high school through enrollment in and successful completion of college courses at eligible participating postsecondary institutions.
  • Advancement Via Individual Determination (AVID): AVID is an academic support program that prepares students for college eligibility and success. The elective course prepares students for entrance into four-year colleges. It is based on rigorous standards developed by middle and high school teachers and college professors, and is driven by analytical Writing, Inquiry, Collaboration, Organization, and Critical reading (WICOR). The course also focuses on study skills, test-taking skills, notetaking, research, critical thinking, goal setting, choosing a college, and preparing for college entrance exams.
  • Academic Accountability: Local and state standardized tests are administered periodically during the school year. Student Participation in Statewide Assessments can be found on the Minnesota Department of Education Website. 
    • Fridley Public Schools uses multiple other assessments to provide teachers with information about their students, enabling them to plan effective instruction and identify students who may need additional intervention or extension. 
    • This schedule provides information on the district-wide or whole-school testing. Teachers may administer additional subject or course-related tests and assessments to measure individual student progress. The district strives to maximize instructional time and create a balanced schedule throughout the school year.
    • Review the District Policy on Assessments for more information.
• The Minnesota Department of Education has created the Minnesota Report Card, which provides performance data for school districts and individual schools. The Report Card includes information on student demographics, academic performance on state tests, progress of English language learners, graduation rates, college enrollment, staff qualifications, and the North Star Accountability System. 

VISTA Educational Center is Fridley Public Schools' specialized Federal Setting IV program, serving students with significant and complex needs in a highly individualized educational environment. Due to the specialized nature of this program, VISTA's student enrollment in any given reportable category is quite small.

The Minnesota Department of Education applies what is known as a data suppression policy to protect the privacy of individual students. Specifically, MDE does not publicly report data for any student group with fewer than ten (10) students. This threshold exists to ensure that no individual student can be identified through the public reporting of aggregate data — a protection rooted in both the Family Educational Rights and Privacy Act (FERPA) and the Minnesota Government Data Practices Act (MGDPA).

Because VISTA serves a small, specialized population, most or all reportable data categories fall below MDE's 10-student suppression threshold. As a result, MDE withholds VISTA's data from the public Report Card — not because data does not exist, but because publishing it could compromise student privacy.

This is standard practice across Minnesota for small schools and specialized programs. It is not a reflection of program quality or a gap in our reporting obligations to MDE. Fridley Public Schools submits all required data to MDE on the prescribed timelines; the suppression decision is made by MDE, not by the district.

While there are no current celebrations planned, we will post on the website if planned.

Am I reading it correctly that the only two public high schools on the Readers’ Choice ballot were that of Columbia Heights and Fridley?

If this is the case, I’m glad that Fridley beat out CH, but I hardly think that merits the title of Best Public School without providing the context. Personally, I find the way these results are being promoted as still misleading. If the way in which these results are being displayed continues to lack context, I’ll find a way to bring this fact to the broader Fridley education communities’ attention next week. 

I do apologize for the extra work placed on you and your staff. However, I do feel it is in the public’s interest to hold the school board accountable, for both the good and the bad, which makes the requested information necessary to perform this public interest goal

Fridley Public Schools acknowledged the award to celebrate positive recognition. It was an award from the local newspaper.  We had added the source of the award to our website. Members of the community are free to do their own research into the award if they would like to know more about its context.

To support transparency and ensure responses are shared accurately, responses to Public Comment questions are posted on the School Board Frequently Asked Questions page on the district website. This allows all community members to access the same information, regardless of who originally asked the question.

The School District cannot comment on the actions of specific individuals related to facility rental events. No-trespass notices are issued consistent with district procedures and applicable Minnesota law. Such notices are typically issued for a defined period, which may be up to one year. Because the question references a matter involving a specific individual, the District is respectfully declining to provide additional details.

Video clip/answer: https://youtu.be/s-eiBUkew_4