001microphone on. Call to order this meeting of the Stoton Area School District Board of Education. Miss Darl, will you call the role? >> Mr. Timoban >> here. >> Miss Mia Croyle >> here. >> Mr. Jim Moser. >> Jim, >> that was you >> here. >> Miss Don Garcia >> here. >> Mr. Zach Masa Myers is excused. Miss Lisa Pew >> here. Miss Allison Sorg >> here. >> Um, student rep. Michaela Becker >> here. >> President Joe Patterson >> here. >> All right. Next item on the agenda is public comment. We received no written public comments. And seeing no one approaching the podium, we'll move on to item 2B, the legislative update. Uh the legislature is still working hard. Uh the Senate Education Committee will hear some bills tomorrow uh at in a public hearing. These
002are on proposals that have already passed the assembly. So if they move quickly through this committee, they could end their way on the governor's desk. Just a summary of what they're going to be hearing is one bill including information about adoption in human growth and development curriculum, a Belltobell wireless device ban, revising timelines for the Council on Early Literacy to recommend curriculum, allowing siblings of current choice pupils to attend the same school without regard to entering grade or income changes, and prohibiting schools from entering into confidentiality agreements that cover immoral conduct of an employee. Um, again, if these bills pass through the Senate committee, they'd go to the Senate floor. The Senate is expected to be in session on the floor uh to take up all bills that pass through their committees on March 17th.
003There was a lawsuit that was filed by some public education stakeholders last week. You might have heard about it. Um it included several school districts, uh some parents and some teachers unions. Uh they're challenging the current school finance system. The defendants in the law suit that are named include the state senate, state assembly, legislative leadership, and all members of the joint finance committee on uh joint committee on finance. They're the ones who write and pass the state budget. The case centers around six different claims that the current school finance system is unconstitutional. And some of those claims include um the constitutional article that addresses um guarantees every Wisconsin student an equal opportunity for a sound basic education in a tuitionfree public school where character of instruction is as uniform as possible. Other claims are related
004to the equal protection clause clause in the constitution and the guarantees for a system of free government. Uh the suit seeks to have the current school finance system ruled unconstitutional and valid and it seeks to have the court then in absence of the legislature and the governor agreeing on a new system. It asks for the court to establish a schedule uh to adopt and implement a new school finance system that meets all constitutional guarantees. So that's that's kind of a big deal. Something definitely to watch. There are, as we've talked about, some ongoing discussions on the use of the state surplus, which is I think at 2.4 billion. Uh the governor and the assembly speaker, um Speaker Voss have differences of opinion, but they've been talking around and agreeing on some increase in special education
005aid and some funding to address the school um levy tax credit dollars. Um even though the assembly has concluded uh because they're still talking about this, it's possible that the assembly would return via special session or extraordinary session to address this particular issue. Uh the schoolboards association is asking for members of the community and schoolboard members to continue to call their legislators and the governor to include to ensure specifically that special education aid is provided to live up the commitments that were in the state budget like we've discussed before. Also, there is a need for uh the final deal to provide meaningful property tax relief. So um this will likely be rushed through the process. So, they say that advocacy is really important right now. Um, if you follow the Marquette Law School poll, it's
006the largest poll in our state and pretty credible over the years. They often ask questions about public schools. The latest uh poll was released on February 25th, found that 64% of voters were satisfied with the job of their public schools. This is a slight increase from last fall. Uh their poll also found there was an increase in the percentage of voters that were concerned about uh property taxes, more concerned about their property taxes 60% versus increasing spending on public schools 40%. Um so that is just something to pay attention to as um school districts consider going to referendum. uh uh regarding referendum trends on the spring ballot on April 7th across the state, not here in Stoton. There'll be 74 different referendum questions in 72 school districts. 56 of those referendum are asking for temporary
007or non-recurring um authority to increase the revenue limit. Well, six ask for permanent or recurring revenue authority. Um and 12 borrowing referendum will be on the ballot. This is a decline in the number of referendum that had been on spring ballots in the recent past. On the federal front, US Department of Education recently issued updated guidance on constitutionally protected prayer and religious expression in public schools. This is replacing uh the admin the previous administration's 2023 guidance. Also, uh the president has signed the omnibus spending package that includes federal funding for education. There was some concern about the levels of federal funding previously. This ended uh fiscal year 2026 education funding debate that's lasted since fall of 2025 and included two government shutdowns. In terms of federal education funding, the package does include small increases for
008uh title one part A and the special education law part B and also impact aid. Um, it sounds like that's passed, but they will start working on 2027 appropriations in just a few weeks. >> Okay. Does anyone have any questions for Lisa? >> None. All right. Thank you for that. Uh, we will next move to workg groupoup reports. Did someone want to give a a summary of the community conversation? We have Lynn giving a full report when he gets once he summarizes everything. >> Okay. >> I could just say generically I thought um it was a good turnout at the high school and um there was one member who said they were so pleased at the diversity and the and the participants. So we had a really good conversation at our two tables. >> Good.
009All right. Any questions or comments on that? edition. Seeing none. Okay, we are on to item 2D, student representative report. Okay, this one is very long. There is lots of things happening, but I'll try not to take too long. So, for activities, um last week on February 24th, Fox Prairie took an all school field trip to the Overture Center to see a performance. Um the Interact Club finished up their book drive and they actually had almost 600 books and then the Rotary will be um matching that donation. So they will reach their goal of 1,000 books for students in the district. Um student council had their blood drive on February 25th and had 73 donations for the Red Cross. Um DECA competed at the state conference this past week. Dylan Clark, Josiah Mauy, Ava Rupro,
010Gabe Winkis, and Isabelle Hatfield all medalled. Um, student council won the district 5 spirit of excellence award award for the fourth year in a row, and they will be attending a Bucks game on March 10th to receive the award. Um, FFA hosted their annual staff breakfast before school last week on February 25th. And then goodness week will be happening next week throughout the district. And some activities include dressup days, student design t-shirts, and other activities planned for each of the schools. Um, for athletics at the boy state swim meet, Gavin Riser took home first in two events. Um, the 200 IM and the 100 breaststroke. And I believe he is the first boy in school history to get to f first in two events at state. Um, for boys wrestling this past weekend, Gatlin MP
011took um was state runnerup and Cade Splinter placed third. On February 26th, the boys basketball team celebrated a 64 to 46 win over Reedsburg, and that was on their senior night. Um, boys hockey had their regional semifinal on February 17th, but came up short to Manona Grove. Girls wrestling had three girls go on to sectionals on February 20th. Michelle Mets, Malia Becker, and Kylie Soderling, who took fourth. On February 27th, girls basketball had a regional semi-final playoff against Milton. and they unfortunately lost 55 to 84. And then for the arts, the high school will be hosting Solen Ensemble um this weekend on the 7th. And then the high school band will be having their spring concert on March 10th at 7 p.m. And that is all that I have. >> Thank you. Does anyone have
012any questions for Michaela? Done. Done. >> How um are our women's and men's basketball teams doing this year? >> Um so that was I believe the first girls basketball playoff game and then the boys that was since they won that game they'll be going on to the next round in the playoffs. So but that was like the last girls game. And then Mia, um I believe that some communication went out from the high school indicating that they were still looking for volunteers to assist with the solo and ensemble. So, um I'm not sure what response they got from that, but I would imagine that they are still looking for volunteers. So, if anyone is interested, um, they can contact me and I'll dig that up and get it for them. >> Great. Thank you, Mia.
013Any other questions for Michaela comments? >> No. All right. Thank you. Moving on to Dr. Keyzer's report. >> All right. Mine's very short. We just have a couple of upcoming dates. Um, spread goodness day. um that whole week will is um the week of the 13th and then spread goodness day is Friday, March 13th and we're into the um busy time of the year. So March is all about staffing. Next month is uh board um elections and so the reorg is um that last Monday in April. So April 27th is going to be the board reorg. Just get that on people's calendars. But we'll be sending out the um survey to gain interest on if you want to stay with your workg groupoup assignments and all of those things in preparation for that evening. >>
014Okay. Any questions for Dr. Kezer? Any questions online? Nope. All right. We are on to item four, the consent agenda. >> Move approval of the consent agenda as presented. >> Seconded by Bubon. Is there any discussion about any of the consent agenda items? >> I had a question about one of the expenses if Dan or Erica is available to maybe answer um do some research and get back to me. On page 18, there was a $5,000 bill for Solar Tax Credit Consulting, and I was just curious what that was. Erica's coming up. So, um, a few years ago, the Inflation Reduction Act was put into place, and that was a federal program to help businesses basically to incentivize them to look at, um, energy efficient improvements. It's a we're not a tax we don't pay
015taxes. We're a taxexempt entity, nor do we file a 990 like nonprofits do, but schools were able to take advantage of these IRA tax credits by filling out a very long obnoxious form and there was a lot of um data gathering and things in order to do um to to claim it. So, we actually worked with our contractors and we worked with Dne County and um Peeper, who is the electrical contractor that is working with Findorf to look at how we could um potentially access those credits, which so they connected us with this company and they basically helped us navigate what we needed to do to file um the the claim. And upon receipt of the the credit, we were invoiced $5,000. We received over $132,000 in rebates from the installation of our solar panels
016at Riverbluff and the new maintenance building. >> Wow, that is awesome. Thank you, Erica. >> Sure, no problem. >> Any other questions or discussion about the consent agenda? >> Mia, go ahead. >> Just a comment. Um we're losing some spectacular educators um to retirement and um a family need for a move that are listed in the in the agenda. And it's just it's always sad to see um some really good strong educators um leave. So thank you to them. >> Agreed. Thank you. Anything else? All right. The consent agenda has been moved and seconded. All in favor? >> I. >> Any opposed? Any abstensions? >> Yes. Me, Sharon. >> Rachel, do you have that? Okay. All right. Consent agenda has been approved. Next, we're on to item five, staffing. All right. So, gonna have um
017Jessa and Kate come and join as I'll walk us through the um presentation. So, this um for newer board members, we um run through this um so that people are familiar and can ask questions. And then um at the next board meeting we'll bring this under discussion action. Um sharing um our vision. Again we start with our large big aims which are three board goals um that we've been working on over several years and continue to refine and get better at. and we will be doing an in-depth analysis next year on those and setting future goals based on um our findings. Our staffing assumptions are based off of our conversations that we've had at the board table that are codified in our policies. So policy 2312 establishes the broad beliefs around setting a vision for
018staffing that um navigates a couple of different a couple of different things. one fiscal responsibility, another being diversity in opportunities for our students and marrying those two two end points to being within our reality of um our district, which is a district that has seen decline in enrollment over the last two decades. and as we've heard through our legislative update, been also navigating fiscal realities both at the local, state, and federal level. Our staffing um policy is further refined by our um guidance which establishes our targets. And again, thinking of a target kind of like a a dart board where the bullseye represents the numbers and then staying as close to the close to those targets while allowing for some flexibility in meeting the needs of our meeting the needs of our students. We also
019take into account um our populations of students who are entering as kindergarteners, our students who have needs um such as our multilingual learners, students with disabilities, and maximizing our resources by um sharing positions where possible so that we can maintain services and supports. If we find ourselves in positions where we have to do reductions, we go to the language that is approved um in our staffing employee handbooks um which the board sees and approves every year and we follow those sections um where needed. If we are able to um absorb those positions through retirement or shifting of people into different buildings or different roles, we prefer that over having to go through the um statutory non-renewal process. Our staffing recommendations for this year are all driven um based on enrollment. We are going down um
020as from our annual meeting. If you remember, we graduate larger groups than we enroll as kindergarteners. And as that metriculates through, we start to see those declining um populations. And so our recommendation that we're making before the board is um in our critical staffing is a reduction of one position at River Bluff, which will be at 8th grade. However, um as we will share in a moment, we are also wanting to foreshadow a couple of items for the board that we'll be bringing in the future to the board for discussion and ultimate um consideration. But before we get into that, um let Jessa um share a little bit more about the um eighth grade position. >> Yeah. So, the eighth grade reduction is something that has been foreshadowed. Um, those in that in that group
021of staffing were expecting this. Um, it is one that just is following the cohort bubble onto the high school and we will not be needing to eliminate anyone's position. Uh, we currently have a long-term sub that's being utilized at Riverbluff and so no one's contract will be impacted by this. We'll have opportunities um to ask clarifying questions um in a couple of slides here when we when we get through the other updates. First update want to foreshadow is um something we've um have attempted in the past and are attempting to um do moving forward is align all of our staffing. One of those pieces that always seems to um eb and flow is special education. our students who have um students with disabilities, their IEPs are reviewed on an annual basis and then every three
022years there is a reval and with all of that um we take a look at the needs to meet all of all of our students um with disabilities and we want to align those timelines so that we can get all of these pieces moving forward. We tried hard to do that for this meeting. We didn't meet that meet that bar um but we are close and so we want to foreshadow that any staffing recommendations for this will be coming in the next couple of weeks. So in the next board meeting um we want our um plan is to bring an update around this particular area so that the board can take consideration. However, this will lag behind the instructional component. So just so the board is fully aware that there will be um this component
023coming back to the table for further discussion at our next board meeting. And then world language. This is something that we've uh had a discussion at the board table a couple of years back. Something that was foreshadowed again this year in terms of conversation. And at that time we didn't have any defin definitive plans other than to see how um student course requests um shook out this year as it as it turns. We do have um we saw a bump two years ago um in the seventh grade um cohort in taking um German. that bubble has since gone down. And so to speak a little bit more to the nuances around this and our recommendation which is to continue to offer German this year but to foreshadow conversations next at the beginning of next school
024year and going into winter break. I wanted to have Kate share a little bit more about some of the data that um she's been able to um put together and put up on the screen here. Thank you. Um I would just start by saying that our role as leaders particularly think about a diverse way opportunities for students and occasionally there are opportunities for us to ensure that what we are offering our students are a match. When we start to see some disparities begin to exist like there are some trends that to believe that we are going to find the match that will result in our students experiencing having access to the diversity as well. All students who are currently in the school year, so that would be our second would be the opportunity to continue
025to pursue Excuse me for a second. >> It's really hard to hear her. Jess's microphone was was working, but Kate's is kind of wonky. >> Yes. No, I think that was user error, truth be told. My and I'm the user. Um, so I'll I'll begin again. Um, our role as leaders is to provide a diverse array of curricular opportunities that expand our students options. However, to maintain a thriving and comprehensive K12 system, we must occasionally refine our focus to ensure our staffing and FTE are directed towards programs that best serve our students evolving academic needs and interests. We're at that point right now in world language where we have seen a decline in German instruction. Um, it is a decline that is consistent with our overall enrollment decline, but is um is sharper than that.
026So there's actually a decrease in in pro proportion of students who are interested in German. Um however I would also say um by the same token we have more students who are interested in Spanish. So it's very true to say that our students are very interested in pursuing world language and language learning. So what we would like to propose to the board is the opportunity to work together with the board um through the use of our committees uh over the next several months to arrive at a solution that will be at the cross point or at the nexus of what our students needs and interests are and what we think is responsible to provide in terms of staffing. Uh we'd like to consider a multitude of options which might include instructional formats. So, how we
027serve students um and might even in include some content options. So, the types of languages that we offer to students. Um we'd like to do this in concert right along with our staff members. Um of course, always receiving input from our families and our students. um and of course with board members so that by this time next year when we are proposing staffing we'll have a staffing proposal that reflects the plan that board and school district members along with community input uh our families and students have arrived at. >> Thank you Kate. >> Yep. Thank you Kate. So with that, um, wanted to open it up for board members thoughts, um, questions, anything we can clarify. >> Alison, >> um, you know, I mean, I agree. We've been looking at um, the decline in um,
028interest in taking German for a while. One of the things we heard at the community conversation was the I don't know it in in particular it was related to French that we don't offer French anymore and I think that ended probably right before I came on the board. >> Um >> is there a language that are there other languages that students have expressed an interest in that would potentially increase opportunities for all of the students? I think those are the very questions we want to entertain and pursue together. >> We but we we don't know right now. >> I think we have um lots of anecdotal data and feedback from students but we haven't formally began this process. So that's really one of our primary purposes in coming to you tonight is to create some
029transparency um and support for us to continue to move in that direction. >> Sharon, go ahead. Um, as a former language professional, I have some strong feelings and a couple of thoughts that I guess I just wanted to share for everyone and something to consider as the conversations take shape. Um, I would strongly recommend that we maintain a second option in addition to Spanish. We've had a strong German program. The teachers here have done some really amazing things and I'd love to see us sustain that as much as possible. And oftentimes when there's something that's vulnerable in a precarious position, the teachers of those subjects find themselves teaching everything, every class. They don't have a a colleague to collaborate with. they have to work at multiple buildings which we know is already the case and
030on top of that then they're also doing the work of trying to promote and sustain to recruit and retain all of the students. So hopefully we can identify some strong allies in the schools who can help them with that burden and who can maybe develop some additional ties and linkages from their programs to German to help perhaps like balance out a little bit of the demand that we're seeing for Spanish as well as for German. I think a community of our size really needs to have a second option for our graduates in order to be competitive in four-year institutions after this. If Spanish is the only thing they can take, the only thing they think they can take, let's put it that way, because we're stubbornly monolingual. And if people take another language, they have
031the mindset that they have to pick just one, which whole separate conversation. But I think that we would be doing a disservice if we don't offer a second. And I think final thought, kind of building on what Allison was saying a second ago, it's pretty common for language educators to have proficiency in more than one language. Spanish and French is a really common one. I think we could definitely find a teacher who could teach both of those languages. I think it's possible that we could find someone who could teach Spanish and German and thereby support the additional interest in Spanish but also help us maintain German. So just a few thoughts. >> I thank you Sharon. I appreci appreciate the comments and >> um just to echo what um Kate had was sharing, we want
032to be very thoughtful in our approach knowing that anytime there's a recommendation for decrease in options or decrease in programming, um it it it does impact individuals. And so we wanted to be very clear that the recommendation that we're putting forward is not to make any changes to world languages for the upcoming school year, but to kick off the conversation with our staff and ask all all the questions and work through the work group. um in this case the educational opportunities work group to take a look at the take a look at what those question what the answers to those questions lead us to and make recommendations that through that work group to the board and then ultimately have the board weigh in before winter break um next school year going into the staffing so
033that way we could be thoughtful and attentive to all the things that um you and Alison have both shared Jim. >> Yeah. Mine's more of a process question and just to be just to be for my own benefit, maybe others who are listening, you've often said we and I don't know who the we say again kind of who's all involved in the process that's gotten you this far across your administrative team, teachers, etc., and how you go about that. And then is that that's kind of you've got a number of work groups that work on this stuff. Yeah. So sort of who's the Wii when you mentioned we >> certainly >> it's a good good qu good question um in lay laying this out because it has been a bit since we've uh talked at
034at the board table around the process. So the way we do the um staffing at the high school level is and to the degree at at the middle school level is around student interests. So students subject select courses and those course recommendations then filter into the conversation around what based on policy how many sections are needed to staff that. So as students um select courses and those increase we likewise add additional staffing to that within within the scope of all the other pieces. So the Wii in the global sense of staffing is starting at the high school with students subject selection, building administration and district administration, looking at those requests, establishing sections and staffing for that and then any changes to our current staffing in reaction to those course selections then get elevated to the
035board. So what the board is voting on is um what we call critical staffing is changes to that. And so in this case at the middle school level because middle school is kind of a hybrid between elementary and high school staffing. This is where the reduction for the eighth grade comes in for um world language as as we've foreshadowed in our upper level um Spanish and German classes. You can see the number of students who have subject selected that. And then based on our 28:1 um ratio, we've we uh establish the staffing. Anything that's under 15 typically we do not run. Policy allows us some exceptions and we're taking taking advantage and making the recommendation for that because we knew we know that the conversation um has a lot lot of nuances to it. So
036why we wanted to take the that piece moving forward as Kate had highlighted the Wii is shifting to working with world language educators, building administration and district administration to ask the questions and to sus out the options for a year from now. >> Right. Thanks. >> Yep. >> Go ahead, Mia. Yeah. So, um I have two thoughts that I wanted to share and I appreciate um you sort of bringing this to the board before the process has started um or before before a large part of the process has taken place I guess. Um, one is that I, you know, through this and and I know you probably already, um, feel this, but I just want to sort of solidify it a little bit. I feel like we do have a responsibility to our students who
037have started the path with German. Um and so one, you know, I would just like for, you know, whatever solution we come up with, whatever plans happen, that there is some um attention paid to making sure that they have choices um to continue on their pathway with German or, you know, trans transition to another language and that they're they're supported in that because they have made a commitment to a language and when you when you start on that process you know um it is a commitment that they've made and I think we've made to them. The other thing I want to inject into the conversation is, you know, in addition to all the people that you talked about being part of the process, I think we need to look a little outside of our district
038as well and think about what languages are our graduates are going to serve our graduates best in the world that they're going to be living and working in. And so you know when we look at you know for example I work in health care and individuals who speak Chinese Mandarin Chinese, Hindi, Tagalog, um Farsy any of those languages are in great demand because um we have lots of people speaking those languages in you know both in the United States and in um and globally those are you know some of the those have the highest populations speaking those languages yet I rarely hear those languages it as part of the conversation when we're talking about teaching um students world languages and so um I just think we need to in addition to talking to our language
039teachers talking to our you know staff within in our district, students and families within our district. I think we need to be engaging a little bit more in with the business community and other future employers to to hear from them what languages are really going to serve our students future. >> Thank you. >> No, thank you, Mia. Um to your to your um first point, definitely we want to honor the trajectory and pathway that students who have selected German and allowing them to continue that pathway for as long as they choose to to take that whether that is ended because of graduation or ended because they have chosen a different language. We want to preserve those that pathway um in German for the students who are going to be starting next year and continuing next
040year moving forward. To your other question, that is in part the um conversation to have um with with the group is to to explore those options. And here are what other options as expressed by board members tonight between different options or um yes different options that that have um popped up. So we want to make sure that we one or acknowledge that definitely hear you and want to echo preserving the pathway for the students who are going to start next year moving forward. and then commit to the conversation moving forward. >> Yeah. >> Does anyone else have a question before Sharon gets her second question? Lisa, go ahead. Just related to this topic, Dan, would it be your recommendation that anyone on the board who is interested in um participating in kind of the next
041level of this conversation as a board member should at our reorg expressed interest in being part of the educational opportunities workg group for the coming year? >> Yes. And also a reminder to board members that um while work workg groupoup um members are typically uh limited to three, all board members are able to attend workg groupoup sessions to to be a part of that piece. But um as if you want to put your name forward to be in the work group, there is work for for those work group members to to do while um being a part of that work group. So, but all board members are able to attend and listen in on on the conversations at any of the workg groupoup meetings as they are um publicly noticed meetings. >> Don, did you
042have a question? >> Yeah. Going back to slide four, um classes with fewer than 15 students generally will not be offered. I'm wondering when, um that happens, do you offer it the same class the next year too to see if you get to 15 or is then that like then off the table for SHs? >> Yeah, it's a great clarifying question. If it is, if there's a course that is below the 15 threshold and doesn't run, doesn't mean that it gets taken out of the options for the next year. Anything that is in the um course catalog for students to to select from is yeartoear and gets changed through our curric curriculum process. But the subject selection piece is happening year by year. And so if if we have a course that falls below that,
043it might not run for one year, it could run the following year. >> Does Sharon still have a question? Go ahead, Sharon. H um in the spirit of sort of communicating for the public who might be watching or like follow up with us as this process unfolds, there were two points that I wanted to share related to what um Mia had recommended. thinking about beyond our community like what languages would serve well our graduates and thinking about something like Farsy like Mandarin absolutely those would be fantastic to arm our students with but there's an ecosystem here that we need to be careful of and sort of like manage our expectations for that one would be um the proficiency that students could hope to attain if they're beginning in the middle school or the high school
044level is going to be a lot lower than for someone taking French or Spanish would be. You know, there's a ranking of language acquisition. And you know, of course, the world leadership team is going to be able to share some of this as well as everything develops. But one thing we would just have to be mindful of is what our students would be able to do with those languages when they graduate compared to a student of Spanish. The other thing is our ability to attract a qualified educator in those languages. The the number of institutions of higher ed institutions that offer teaching degrees in them is dwindling. And you know they would be like the big 10 institutions like a UWMadison. And that's not to say that we couldn't find someone, but we would have
045to be very thoughtful and intentional in finding a pool of applicants for them if that's a route that we wanted to go. >> Okay. Thank you, Sharon. Lisa, >> uh, regarding the potential reduction at the special ed level that you're going to come back with, do you have a sense for at what, uh, grade level that reduction may be happening is at at the elementary? And then I guess I had asked a similar question offline about trends of turnover in our middle school because that's something that parents had raised at the community conversations. I know that special ed teachers are really hard to find and to keep. they're in great demand. Do we have similar trend data regarding turnover and the ability to recruit special ed staff in the district? So just interested in that.
046I know we don't have a recommendation tonight, but I'd like to really understand that. >> Yeah. So as far as the specific data, I can certainly pull that for you, Lisa. I don't have that with me this evening. Um but you're right, it is a hard position to fill. um and one that we have to really work hard to find and keep qualified candidates. >> Is it elementary level that we're thinking about that we maybe won't have a kids with the greatest need? >> I I want to before I I speak, I want to make sure that we have our eyes and cross our tees. So, >> I'll >> wait until I'll I'll wait until our next board meeting just to be doubly sure about where where all of our needs lie. >> Thank you,
047>> Allison. Great. >> Um, I think I'm looking to make sure I understand the recommendation where it says continue to offer German instruction for all students currently enrolled. I'm assuming that means that we would not be adding students. So I So I just um when you were saying yeah we'd be continuing to offer the language. I just think we need to be a little careful how that sounds. >> Yes. Well, we're what we're making a well, we're making a recommendation um tonight for our staffing plan is saying that we're putting a a definitive yes for students who this year have indicated they want to take German for next year >> and stay committed to them moving forward. Okay. past that it's unknown and our commitment is to research work through the work group and bring
048it to to the board for for a plan. So that we we can't say at this particular point a a yes or a no to until we bring bring that plan to the board for consideration. Any additional questions? >> Sharon? No. Okay. >> All right. Thank you. >> Thank you, ladies. >> Yeah. >> Thank you. >> Um, we do not have anything cited under discussion action for this evening. So, we are now to item seven, meeting closing. For action items, I have uh please contact your legislators and the governor regarding special education funding. Uh solo and ensemble is on Saturday. There's a nice little clarinet solo happening at 8:08 a.m. And they need um parent volunteers to help uh support our students when they're practicing in their practice rooms. If you are interested in doing
049that, you can reach out to Mia. Um, March 13th is spread goodness day. >> Yellow. We're yellow. >> Yes. Okay. >> We're yellow. >> Yellow. >> Okay. >> It's also So, is it also in the city too as Mayor Schwadley is? >> Okay. So, it's not just a school thing. It's communitywide. >> Communitywide. >> Is it a Friday? It's a Friday. >> I'll be mistaken. Friday the 13th. >> Um any other action items? I'm forgetting >> just the reorg. >> Well, um that'll come. >> Okay. >> So, uh we have future meetings. Uh regular board meeting on March 16th, another regular board meeting on April 6th and April 20th, and then the board reord. >> If there are no other items, I would entertain a motion for adjournment. So moved. >> Moved by Sorg. >>
050Seconded by Bubon. Any discussion? All in favor? I I. >> Any opposed? Any abstensions? Meeting is adjourned.