Technology Capital Projects Levy 2025

If approved by voters, the average homeowner would see a $7 per month increase (about $85 per year) in property taxes for a $400,000 home.

Use the Ehlers interactive Tax Calculator to see the amount for your property based on estimated market value. Type in your home's value to see the additional cost in column three of the chart.

If the technology levy is not approved by voters, District 196 would lose its primary source of funding for classroom technology, resulting in a projected $9.1 million reduction to the annual budget. Without this funding, the district would face significant challenges. Since the internet and technology are not going away, the budget cuts would have to come from other areas—we must ensure all students have equal access to technology.

Election ballot language is dictated by state statute, and we agree it can be confusing. Here’s what it means in practical terms:

• The ballot states that the school district is seeking to renew and increase an existing capital projects technology levy.
• Part of the request is simply a renewal of what taxpayers are already paying; the other part is a modest increase.
• The levy is expected to generate $15.5 million annually for instructional technology.
• The levy would last 10 years, providing a total of $155 million over that period.

To understand the individual cost:

• Nowhere in the ballot language does it state what this costs for families.
• Property owners can use the Ehlers online tax calculator to see the exact impact on their property.
• For example, for a home valued at $400,000, the increase is about $7 per month or $84 per year.

Ultimately, voters are asked to respond to a simple Yes or No question on the ballot.

Residents of District 196 may vote in the school district election. It’s important to note that school district boundary lines and city boundary lines are not the same.

• If you live in District 196, regardless of your city, you may vote.
• If you live in a different school district and open enroll your children into District 196, you cannot vote in the District 196 election.
• Many neighboring school districts also have elections at the same time, so all voters are encouraged to check what’s on their ballot.

Voters are encouraged to visit mnvotes.gov or scan the QR code on district posters to confirm their voting district and polling location.

We are grateful. District 196 voters approved a bond referendum for buildings construction in 2023. The bonds were needed to address growth in the southern area of the district, safety and security infrastructure, and provide consistent learning experience across all schools. Follow the progress on our Bond Projects here.

Bonds are for buildings; levies are for learning.

• A bond provides funding for long-term capital improvements, such as building renovations and other facility-related projects. These funds are restricted to infrastructure; a bond incurs long-term debt that is repaid over a 20- or 30-year period (like a mortgage).

• A technology levy, by contrast, provides ongoing, annual funding to support learning through the integration of technology. This includes devices, instructional software, and cybersecurity systems. A levy is a pay-as-you-go finance strategy and does not incur debt.

Although both are essential to maintaining high-quality learning environments, the technology levy directly supports daily classroom instruction and digital learning. The bond addresses physical spaces; the technology levy supports the tools and systems used within those spaces.

Instructional technology refers to the tools and systems that help students learn, connect and prepare for the future. This can include:

• A device for every student (iPads, chromebooks, laptops)
• Online learning programs
• Interactive tools for STEM, science, math, reading, and language
• Assistive technology to support students with disabilities or unique learning needs
• Secure, reliable, high-speed internet for classrooms
• Technology support to keep systems running

These are essential tools that ensure every student can learn, create and compete in today's fast-changing, technology-driven world. 

Technology supports learning from the first day of school through graduation.

In elementary classrooms, K-3 students spend a small amount of time with their devices, but having one device assigned to each student means their personalized learning is at their fingertips when needed (avoiding log-in and password struggles). Students might practice fractions with interactive math games or record themselves reading to build fluency and confidence. Students complete self-graded and adaptive assessments, saving teachers hours of grading time.
🎥 Watch this video to see technology in use in an elementary school. How about these future broadcasters?

Middle school has a strong focus on building "executive functions" including organizing and planning your work. Deciding when technology is helpful or other tools are more effective. Students learn to collaborate on projects online or create a digital presentations to communicate what they know or are able to do.  
🎥 Watch this video to see technology in use in middle school.

With a strong foundation for creating and collaborating, high school students can deepen their research skills, explore careers, and prepare for high-tech future careers. In high school, a student in our health occupations (HOSA) program could practice patient care through an online simulation, physics and aspiring engineering students can conduct virtual experiments that would be impossible in a real-time classroom, a future auto technician might diagnose a virtual car, and a culinary arts student might learn new techniques from professional chefs. These tools help create equal opportunities for all students to learn, explore, and prepare for future careers in a high-tech world. If you think about it, almost every job today uses technology in some way.
🎥 Watch this video to see technology in use in high school. ➜ See AI mix with music production. ➜ Check out robotics.

Our curriculum requires that K-3 students use iPads 30 minutes per week for K-1 and 45 minutes per week for grades 2-3. Beyond these requirements, iPad usage varies based on learning goals and activities.

As with all our classroom tools, we empower our educators to make mindful decisions about when technology best serves learning. Some days, students might not use iPads at all, focusing instead on unplugged activities involving manipulatives, collaborative problem solving, or paper-based activities. Other days, they might use them for targeted activities like research, creative projects, or practicing skills. Our teachers carefully select the right tool for each learning objective, whether that's a conversation, a piece of paper, or a digital resource.

This approach ensures that technology use is purposeful rather than default. We use it when it enhances learning and understanding, not simply because it's available. Our goal is to maintain a balanced learning environment where our youngest learners engage with a variety of tools and experiences throughout their day.

We recognize that families have varying comfort levels with technology at home, particularly for our youngest learners. This is an active area of discussion, and we've convened a workgroup to explore how best to support K-3 families while ensuring equitable access to learning.

Currently, we maintain our take-home expectations because unexpected e-learning days can occur throughout the year, and we're obligated to provide instructional access for all students on these days, including for those without other devices at home. Our take-home expectations serve not only for emergency situations but also because these devices often serve as a primary way many families access educational resources throughout the year. Our goal is to balance educational access at home, while also addressing the practical challenges of device transportation for our youngest students.

At school, our approach to technology is guided by a simple principle: learning drives decision-making. We use multiple tools in our classrooms - relational tools like conversation, non-digital tools like notebooks, and digital resources accessed on iPads. Each tool has its strengths, and our teachers carefully select the right tool based on what we want students to learn and be able to do. The iPad is one tool among many, not the default for every activity. This balanced approach ensures technology enhances learning when appropriate, while maintaining hands-on, face-to-face, and paper-based learning experiences that are equally valuable. Our goal is responsible use – which includes being thoughtful about when and how technology serves learning.

At home, we recognize that families have different comfort levels with technology, and we work to empower families to make the best decisions for their children. Through resources like our summer iPad guide, we provide tools for families to establish their own boundaries - including family media plans and screen time controls that allow families to limit or restrict iPad use according to their values, preferences, and needs.

Our commitment is to maintain a balanced learning environment at school where technology is used purposefully and thoughtfully when it serves learning, while respecting and supporting each family's approach to technology at home.

There’s a lot of talk about the impact of artificial intelligence (AI) in many professions, especially education. District 196 is embracing AI with guidance, preparation, and responsibility.

• Leadership & Guidance: District 196 has some of the state’s leading minds in computer science, AI, and education serving on a districtwide AI committee that provides direction for teachers.
• Preparing Students: Students need to know how to use AI responsibly for future careers. That means knowing when to use it, when to question it, how to verify sources, and how it can support productivity and innovation.
• Classroom Practices: Every secondary classroom has a poster outlining appropriate student uses of AI. Teachers provide clear guidance on discussing the role of AI in learning and creating work products. Students are responsible for ensuring that all work reflects their own thinking, learning and creativity. Students may not use artificial intelligence (AI) tools unless the teacher has given explicit permission and AI generated content is properly cited when applicable. Misuse of AI is a form of academic dishonesty and may result in consequences. Watch what students have to say about AI use.
• Operational Benefits: Beyond student learning, AI is helping the district improve communication, translation services, lesson planning, operational efficiency, project management, and data analysis.

The levy rate increase (from 3.015% to 5.015%) will result in an additional $6.4 million annually in funding. 

Since the original levy was passed in 2015, technology has changed greatly. Today, when new curriculum and textbooks are purchased, they have digital/interactive components that require annual subscriptions. At present, $5.2 million in digital curriculum and assessments are being expended above and beyond the technology levy. Going forward additional funding is required to sustain our budget. 

There are also growing needs for robotics, computer science, and technology tools that are needed in career and technical programs, including computer science education. As jobs in manufacturing and the trades change, employers are expecting graduates to have more computer science and technology experiences.