1.19.26 Special Board Meeting - 2026-01-19 23:01:35

001Nation Indivisible with liberty and justice draw. We're gonna start with the Steve Jessica here. Tom. Angie Here. Tucker here. Ka here. Cam here. Thank you. Thank you. All right. And then we'll start with the approval of the minutes from the December 15th, 2025 regular board meeting. I'll make motion to approve the minutes. Okay. Jess has a second. All right. All in favor say aye. Aye. All opposed nay. Oh, sorry. Was that an irony? It was an aye. Okay. I'm just following instructions Too much. It should multitask documents. All right. So if carries um, public comments, nothing tonight. Okay. Um, and then we have recognitions and commendations. Anything Do those special? Shout out this ster in our middle school student council. Put the dance on this Friday. So over a hundred kids yet. They did after

002the total. Maybe 1 0 5. It was a pretty good night for those little kids and Mr. Our dj. DJ right. Did a fabulous job, but the kids had a great time. Um, it's so funny. It's when I wanna say like educational, we think just so we think kids are scrolling at the age group to get something and then they all get out and they do a line dance together in sync. It's impressive They can do these things. Good. So yeah, shout out to them all. And now we have board members reports in the packet is Marathon County, um, special education. Any comments on that or questions? Um, if I can share with the board of education, I had the honor of being at the Marathon County as special education board meeting last Thursday. Um,

003we we'll end hear the presentation by two of our staff members, which are here this evening as well. And then also to be an advocate on behalf of the six superintendents about the transition process. Kelly Cabot is retiring at the end of this year and as a group of six superintendents, we feel very strongly that we like to have a strong voice in that process because we are partners with Marathon County Special Ed. So their board, um, I did degree. So we'll begin that succession process and new hiring process during the next couple of weeks and I'll keep the board rest code moving forward. Alright. Thank you. You welcome. Alright. Um, the next item is finance facilities and operations committee. We did not have a meeting tonight because we didn't have any, um, pressing items

004to discuss. Um, so we don't have anything to talk about With That. All right. And so we'll move right along To administrators reports. Um, superintendent will be first. So it's my pleasure to honor and share with you uh, three different donations, um, that were received by the school district within the past month. Um, the first from a windy hill Christmas Tree Farm, we made a donation to Maple Grove Charter School for holiday decorations. Um, we wanna thank, uh, Patty Risk, a community member who, um, hope to cover the cost to tune our piano at the high school. And then we'd like to recognize Rotary of United Way of Marathon County and the community foundation in North central Wisconsin. This what is that? Athens did receive little over $6,000 in gift certificates that we could share

005with our families in need during the holidays to get food at our local markets. So, um, it's a sincere thank you to all of those organizations. Student staff engagement. Um, this is the time of the years We're coming to the close of our first semester. It's difficult to believe already. The years continue to get by quite quickly. That's because we are so good and active in the work that we're doing. Um, and so at the end of this semester is a opportune time for our staff and our principals to get together. And they analyze data from the first semester and then we make plans for informing their extraction for the upcoming mid semester. So we have a professional learning day on this Wednesday, January 21st. Each of the campus principals will engage their staff in

006data analysis and continued ment planning during that day. We also offer our secondary level time for our teachers and educators to, um, move into the new semester where they might be meeting new students. So record keeping in a lot happen this week for our staff. Um, family and community engagement. Um, I'd like to recognize Cat er who will be in incumbent in April, um, for the school board elections. I'd also like to recognize other additional community members, um, who have an interest in serving on the school board. They are Ben Baby She'll hire. And Thursday Chris, I'd like to give an update on our facilities and operations. Um, last Friday and January 16th, I had the pleasure of meeting with, uh, tour performance Services team members, Jerry and Alex who will be our lead architect.

007We began conversations here at the high school just around the process and the timeline and data gathering procedures that I'll follow. And I had the pleasure of touring of the gentleman in all three of our facilities. They did meet greet, not only with our principals, but other staff that were available so we can start to put names and phases together. So a very productive and positive day to begin the process. Um, I also wanna share with the board that I reached out to School Perceptions. Um, that is the organization in the state that is well known for conducting community, uh, surveys. And I'd like to recommend that we engage them in that process. Um, they are available and their timeline would align quite well with ours also. Um, I do have a proposal. They don't

008do formal contracts, but they provide a proposal. Um, I had anticipated somewhere potentially between 10 and $12,000 for the survey. Um, the initial costs right now are approximately $8,200. That does not include mailing. Um, we'll be responsible to mail the surveys out to, um, residents within our community and then some, um, other, um, administrative costs on the back end. So if the board is, I'd like to move forward. Um, actually will mention this week I would meet with Rob, who is the director of that organization. Will be start to process. Thank you. Thank you, Andrea. Any questions? Um, from the board. Okay. And then we will hear from Maple Grove Charter School Principal Robin. Um, well, Christmas seems so far away already and it's only been um, a few weeks, but that's going back into

009December. Um, just lots going on with the community supporting, um, maple Grove through the foundation, taking the whole school to see who at the Cosmo, um, to some complete decorating with Mrs. Claude. And, um, our holiday concerts, um, by, um, Mrs. Rewal that were just so successful. Um, coming back. We started right in with screening. Um, like Andrea said, we are um, approaching our day to day on Wednesday. So, um, been working on preparing that day to day and um, just looking at the growth, um, growth scores of students and how they have moved both in math and literacy and um, also revisiting PRP. So lots of things to look at. Um, right along with grading, um, this time of year. So doing report cards at the same time. So just keeping on and continuing

010to, um, focus in on learners and their growth Questions. Alright, elementary school. Alright. Um, I have a few accommodations for, uh, John. Hi and Hartman and especially our two second grade teachers as we dealt with some, um, problems with our systems earlier and we had kind of a, a lot going on, so I appreciate that they helped out. And Dakota n wacky for helping us out too. And we have some, uh, excess water. Uh, and so lots of extra hands helping out. I appreciate that and to Mr. Great Christmas concert and everybody up here, thank you for you and all your, um, students that helped as well as makes it a good day. Um, we have two former a ES staff members that they purchased over Thanksgiving. Two take and make meals for uh, two

011families. I think that was wonderful that we have staff that come back and want to make a difference in any way that they can take a look at our summer and January newsletters and find out a little bit more of what's happening in our building. Um, little back. Shout out to mss, Kurt, miss, she did the tricky drive at our building and your building and, um, for us it was a, a fun first for us 'cause it was about to be outside and we had some parents and grandparents come in and try to launch, so that was a lot of fun. Um, Mrs. Haynes had Ms. Wilson, she was a student teacher and she, um, took a job of apprentice. So we having a, a strong third grade this year. We needed some extra support

012and we have Mrs. PKI as a long term sub in the third grade. So we welcomed her. Last week we had Eric Peterson, he is a Broadway actor and the musical Shrek. He came and talked to our kids, got them kind of revved up. And our yes group is, uh, sponsoring a school trip to go see Shrek at, uh, in wasa. So that's coming up. It's pretty exciting. Um, definitely our yes has been pretty active and busy and we appreciate them. And we had a meeting last week and they have some more cool things that are coming up. Um, give a huge shout out. But to Kat and her team, um, we have some really great efforts that are happening with food in our community. So we have fresh food, food and with the club

013as well, but also with our circle of joy and the caring circle. So lots of really, really good things are happening for our kids. And you'll see a bunch of pictures there of some of the things that are, are. Um, I also wanna talk just a little bit about our, I just had some data today. Um, we worked really hard over the last few years on attendance and at this time last year compared to this year, so I have some numbers. Last year we had 36 students who were, uh, eventually true. This year we had 27, um, last year at this time we had 323 combined days of absenteeism. This year we have 2 39. Last year at this time I sent out 32 truancy letters and this year I have sent out 19. So

014I feel that is a very great success and kudos to our families and our kids for making some strong anchors. Any questions? Thank you. Alright. And then middle and high school, Julie. All right. So a lot of mine kind of revolves around just a lot of dates and things coming up for our kids. Um, we had some regional FBLA competitions that happened in-house to start prior to them going to the regional competition, um, in February. So got a few of our kids underway with that high school, uh, forensics as we formally knew. It has been updated. It will now be called high school speech thanks to all of the forensic scientists of the world who not given that notation to forensics. So if you hear high school speech, it is synonymous with forensics as we

015all do at high school, but they probably good speech, so change it times, right? So just thought it was neat to be able to share that with you. Um, registration process. I am working with Mrs. Bedford. Her and I are working diligently to get some trainings and some things, um, going for, um, just with our schedules and getting things all situated, not only going into the second semester, make sure we have all those things buttoned up. And again, that's what Wednesday is for, to help us make sure we've got any, any last minute changes that the kids have made or parent requests or drops or add or those kinds of things. So Wednesday really gives us a nice opportunity to try to get all of those things tied up so that when our kids start

016second semester before we go, um, as we progress beyond that, then we will be looking at the registration process later on, you guys will see what the 26 27 um, course guide is gonna look like, or educational planner I think is what we call it. Um, so you'll take a look at that. But yeah, we've got a full day of basically shifting gears on Wednesday, so getting any final grades in there. Um, we too up here are working on our second, um, session of FastBridge tests for our kids. And I know I had a very excited teacher, Mrs. Julie kids, their scores are like, already better. And I'm like, that's awesome what we wanna hear. Um, we had some strong conversations around making sure that we shared that initial data back with the kids, right?

017And really helping 'em be more mindful of setting their own goals, right? And we know by and large our kids are competitive in major in this day and age, so why not have them eat their last four, right? Like, that would be what they'd want to do in clinic. So, um, I haven't compiled all the latest data I'm working on getting any other kids that were missing, um, or maybe have other things going on. So we'll be finalizing that, testing it, um, hopefully as much as I can tomorrow, barring the other absentees and things like that. But we're doing a nice job of getting them caught up. Um, shout out to John on, I'm gonna kind of skip down a little bit. He was selected locally to be part of the A CDA regional competition

018this year, which is pretty amazing. And that is something Mr. Tal has been working very, um, heavily with, with a lot of our students that he feels have the potential to really take that next big step. Um, so you might see John at some games coming up to do a 50 50 raffle. It sounds like he wants gonna do that for maybe part of that fundraising effort for him to be able to, um, goal. Um, and we explore that opportunity. So we're excited for John. Um, we let him rocking the stage and that would've been another shoutout would've been appropriate to give when he, he comes our one man band, right? Um, electric guitar, our banner stuff. Um, we had, again, we had the middle school dance that went well. Um, some things to note,

019the family community engagement part, our cell phone policy, we have updated that. There will be new laws that go into effect this summer. We are going to share what that policy is so that family and students alike are all on the same page with what that looks like. But then also what is our internal process for how do we enforce those kinds of things. So we want to make sure I'll be working, um, with our office folks and with Mrs. Young in the office to send out a communication. Actually maybe some feedback from the board. We thought about putting it with the February newsletter, but I'm also wondering if that should just not live in initially come out in isolation as a separate and then reiterate it maybe with the newsletter to save some head

020on. So like, I feel like that's just something we can't, um, be redundant enough about, um, regards that I would say bias large of kids, you just, for the most part, you want a really good job. So I don't feel like it's a crazy issue, but I feel like it's definitely still something we want to keep tight on so that it doesn't become issue. Um, we do have a date for prom, third time's a charm. Um, our final prom date, April 25th. Um, just there's a lot going on at the high school level. Again, one of the things we're working on, um, tighten it up is just that school calendar. And we've been talking about that and how we communicate those things. So at this point, April 25th is our crown date. Um, I did

021announce that to Lisa as well, um, last week. So they could also mark their calendars so we can get things going and people can plan that. So thank you for your patience with that. Um, I've also recently got a contact from GY and our local EMS, they would like to help us recreate a mock accident. Um, last time we did that was 2018 when my daughter actually 2017 I think. So my daughter was part of that. Um, there a lot of community members involved with that, including, um, pastor Sch Berg from Trinity, from office with a lot of the, the filming. So we created a situation, we did a filming of that. It was super cool. And at the, the onset we had all the kids in the gym watching this on the big screen.

022We basically watched the, what, you know, left them with the cliffhanger of the accident happened because of the way he filmed it. Then we took them outside where we showed them what that accident was. So it was a group effort that I think actually that would've been, that must've been 2017, Mr. Were still here. And they were helping us with makeup and getting our kids and everything in ordered for that. So very impactful for any of us that have been part of those notes. Um, was thrilled that Judy had reached out to me about that. So I think it was, we both must have felt it was time. 'cause um, that's that on my mind as well. So, um, yeah, so there's lots of different dates coming up there for other things too. Everything from

023our pops concert. So ensemble will be Stratford this year for us. Um, down in the bottom, just coming up very quickly, right? We've got our youth wrestling, um, tournament coming up this Saturday. And the middle school actually will actually take place on Friday and then the following weekend, it's another weekend of wrestling here. As we look to host the conference room, which is something we haven't done in my time here, having many rooms ago perhaps, but it's been a long time. Um, but we've also had preliminary meetings with the, and others within the building, including our it, some of the folks, um, our varsity folks, um, coach, um, town element has joined us for that too. So we're trying to make sure we've got all of our ducks in a room so that it goes

024off without a hitch. And really hoping that nature helps us this weekend get through. Question for that. Just outta curiosity, if in the event that school gets canceled on Friday, I would assume that the event on Friday would be canceled. Would we have to cancel Saturday? Also, my husband has asked me this three different times today and I'm like, hmm, I don't know. But let me just ask tonight. Now, On Saturday is considered a youth event. So as a school district we would typically maybe not have jurisdiction over making that decision. So whoever is 10%, you generally runs that. So I like, I'm just doing this guys Because I know, I know we All know some of you live with those people that are trying, so I get it and I feel for you. But

025no, I really, I'm good. We'll all have to just say stay in touch. Okay. If you have a person they would like to reach out. I think the last thing, just to make note, I didn't get it on here because I was, um, looking to get my next focus part. Okay. Lots of things. Any question? Other Questions? Okay, thank you. Alright. Um, now we will do the county special education district spotlight presentation Letter to introduce Sam Woven who's our school district. Uh, and I'm not sure if Vanessa is joining us. I, she had, okay, so Vanessa Mann, um, our, uh, speech and language pathologist and Sam have put together a very heartfelt video and I'm sure she's going tooke with some comments. Um, and you enjoy it. So Sam, thanks for doing this. Yeah, of

026course. I, I look forward to this. Um, so like Andrea said, we had the opportunity to highlight our district for this consortium of MCSE so that all of our six districts come together. Um, so on that board, there's only one member Athens. So the point of this is to highlight it in our perspective of people who don't know anything about Athens. So we took a little bit of a different approach this year. Vanessa and I did, um, marathon County special ed theme this year is be their superhero. So we lean Into the superhero theme a little bit. Um, and, um, we interviewed our key stakeholders. So between administration, teachers, gen ed teachers, parents, students, even, they all gave input. Input in some fashion, made a little video montage and, um, we'll let that do the

027majority of the talking because it got a little bit long. So I apologize. But we have a lot of interest, which I was surprised. So I'm super excited for you guys to see it. But overall, the point of this was to really highlight the, the cool things that we're doing in special ed here in our district. Um, we're obviously a very small district, small districts, districts face challenges. But in the world of special ed, we face, you know, even more challenges sometimes because there's things we cannot control. We cannot change no matter how much we want to. Um, so I feel like our little group, um, of people, we've been a little bit more, um, solid the last year, meaning we didn't have a ton of turnover. People have come back to us. So we

028were able to really form this little family. And I think our students are really kind of the benefits of that. We always joke that we're kind of a weird group of people, but it's working, so we're just gonna roll with it. Um, up through the highs and lows, it'll be that family, um, that's with everybody's kids. So I will let the video do most of the talking. Um, and then Heroes aren't found in comic books. They're found within the classroom. And sometimes the hallways of the Athens School district join us as parents, teachers, and students share these superpowers that are seen each and every day. Hello, I'm Joy Reman, principal at Athens Elementary School. As you know, educators have money superpowers. One of my superpowers is naming the superpowers of our special education superhero educators.

029First, there's transformational x-ray vision. Our special education staff can see the potential in every child. They can look at a simple pencil grip, a fidget tool, or a sensory activity, and see exactly how it will unlock a child's ability to write, focus or navigate their world with confidence or turn objects into tools for independence. It's been known that the simple superhero object has been a purple ball or a squishy foot long pickle. They look past the challenges and they see the possibilities. Another superpower is the super human hearing and strength. Okay, so it's not the kind that lifts buildings. Actually. Maybe sometimes as students do jump into staff, they fall limb or they come in for a dup. But this is the kind of super strength that I witnessed. It's the strength to advocate peer

030strength for their students, the strength to try again when something doesn't work. And the strength to believe in success. Even when progress is measured in just small steps, they can hear the unspoken needs of a student, hear the squeal or cry particular child three hallways away, and know how to respond, how to pick up on the smallest victories that are worth celebrating. And most of all, truly listen with their, they possess the incredible superpower of multi locality. Our staff are everywhere. They can help one child with reading assist another student with lunch. They can provide a calming presence during a difficult moment. They can encourage limited use of toilet paper and celebrate a breakthrough sometimes all in the same five minutes. They are the steady, reliable heartbeat of our student success, success. But most importantly,

031and most of all, all of our special education staff have the superpower of infinite love. They love unconditionally. They celebrate every milestone, and they make sure each child knows that they are valued, capable, and deserving of every opportunity. So I welcome this chance to use my superpower and recognize our special education staff, our true everyday superheroes. They use their superpowers to change lives one student at a time. Hi, my name is Julie here and I'm principal at Athens Middle and High School. I just wanna give a big shout out to our entire SPED team for all the actual work that they put in with our students each and every day. We see that you are making those connections with the students and that makes a big difference in everything that they can do and accomplish

032throughout the day. So thank you so much for all your extra efforts in connecting with our kids and their families, both in school and outta school. Your attention to them is appreciated. Thank you. My name is Sabrina Ley and I'm the kindergarten teacher at Biblical Charter School. Robin Hansen is our principal and also a special education teacher in our building. I would give her the superpower of flexibility because she's always bold every which way and she would also bend over backwards for her students, her staff, and really takes care of our building. So we appreciate you, Robin. Thank you. Oh, for some of you who don't know me, my name is Dean and I'm the teacher of English Language Arts here at the school district faculty. So I'm take a minute for some gratitude. Some

033people that I worked with, I worked with two peers, their and math. They are of special education teachers at the middle school and high school. Um, these two people are absolutely wonderful. I see what they do on a daily basis, um, during some of our darkest, most frustrating times, they are the calm in the storm and I'm just amazed at what they do. But something else that's really cool that makes them a hero is we get to work with them together. They come into our classrooms and we teach together. And what could be better than two teachers working together for the betterment of all the students? I am honored having to work here and at, and work really good. Behind every student is a family of superheroes, families, support, advocate, encourage, and another self believing.

034They practice skills at home, celebrate milestones and stand beside their children through every step of the journey. Their love, consistency, and partnership make a powerful difference. One that carries into every classroom who I think is Tyler superhero is Mr. Kenny. Mr. Kenny is there when he is having a bad day and can make him laugh and giggle again. Uh, also, Tyler used to be afraid of new situations, but with Mr. Kenny, he has come out of the show warrant. He, hello. Good, goodbye. Good afternoon, good morning to everybody he meets and fist bumps. So Mr. Penny really has brought out hello. I am Paxton's mom. Um, he's been part of a special education program here in admins for a couple years now. He is now in the program, but they started Years old. So I

035was tasked with, uh, talking about his heroes when it comes to the school district, which is actually a really hard thing to do because as we all know, it takes a team in the village to kind of raise a special education kid that I wanted to start off with saying I have been so blessed with the best team and they have all been so helpful. But definitely some names that I wanted to, um, share. Um, this man, this man, uh, she's been great. Definitely a hero when it comes to the speech. Granted, she's on maternity leave. She has, we definitely, she been such a vital, important part of helping Paxon develop his words and his communication skills and just I, his speech overall. So I really wanted to thank her on that. And, um, Ms.

036Dare. So last year she did not work through paxon much, but she has always been a person that has been on team and she has worked hard to help him kind of have a very safe and loving environment at school. So she's definitely one that I would, um, say is his hero. She does very well with him and I appreciate her so much. Um, Ms. Ine, I definitely think she's a hero all by herself because she puts together these iep um, meetings and she does a very, very good job with 'em. There's always been such a great line of communication and I always feel like my, um, needs as a mother have always been met when it comes to, uh, texting and his, um, school needs, bus needs, all that stuff. She's always a front

037runner and making sure that Emily's taken care of. So thank you Ms. And then lastly, um, Ms. Trish, I just, um, brought up that she is his one-on-one aide and she does a very good job with, um, working with him every day and without going one-on-ones, ones where would, where would our child be every day at school? So definitely she is a hero as well. So thank you everyone. And anybody that I miss, anybody that works with day to day, you know, quiet teachers, music teachers, the cafeteria ladies, I think they all play a part. And we are all for sure heroes. So thank you all. Our students are superheroes too, and they recognize the superheroes and their special education staff. They notice the care, guidance and encouragement that make them possible, and they share

038stories of the staff members who inspire them, support them, and help them succeed. My hero in the special ed room is Mr. Penny. He is been there with me from the start. I've had teachers leave and go and paras leave and go, but he's always been constant and he's always there to help me out when I need him. So what types of things do you think superheroes have? Super. Like what? That's great. Tam recording. Does Mrs. Roche have any superpowers? I'm being respectful and being nice Mrs. Matthew. Every day our special education staff and support teams step into hero mode. They notice when a student needs extra help, offer encouragement and go above and beyond. Behind the scenes from teachers and a specialists and support staff. Please hear for kindness, creativity, and dedication to everything

039you do. Through the humor, problem solving and care, they make a real difference in student lives and help every student shine. These are the superheroes whose impact is seen and felt through our school community. At the end of the day, being hero doesn't mean having all the answers. It means showing up again and again. It's listening with student struggles. It's believing in mindful, they don't believe in themselves yet. Videos you see today are teachers, therapists, their professionals and staff who choose patients care and commitment every single day. Our students don't be perfect. They need present, they need someone who sees them, supports them, and stands beside them. Thank you for being their superheroes. Last Time we played at the audio was a bit dramatic. It was a little bit much, but, Um, so like I

040said, the video, I, I was excited to show this because, you know, we always talk about how teaching is a hard job. We hear it all the time, we all live and we all see it. But then special ed, it adds its own different level of difficulties and things you have to overcome. So I was really excited to be able to spotlight our staff because like I said, we may be a goofy, goofy group of people. Um, but the stability has really created the, the connection for these students and we've made a lot of progress. Um, and they keep showing up. We have days where we're, we're bit, we're hit, we're kicked. You know, you're in the trenches as they say, and it, it's hard. It's a really hard job, but they, they keep showing

041up every single day. So I am super thankful for them. So the goal of this was to really highlight to you guys and to MCs e's board that we have a really solid group of people that are doing really good things for our kids, um, day in and day out here in Athens. And We're hoping so hopefully for, to Continue with the stability. But, um, yeah, we've, we've had a busy year so far, so Any questions? Yeah, thank you guys for everything you said kind of about yourself. I know that's, thank you so much. Alright, um, with that we're going to move to the next item, a regular and special education open enrollment space determinations for 26 27. Sorry. So I'm gonna present this agenda item in your book packet. There is report on the

042details, the state statutes and laws that we follow this time of the year, as well as our own local renewal policy, 5 1 1 3, which is open enrollment program determination. So I'm gonna walk you through the numbers and do some forecasting ahead to potential enrollments. Again, it's January of 2026, so we're living in the moment right now of what we know. But we also know in the field of education that things will ever growing change for the time school begin. So if you take a look on page two of the packet, this is a combination of information that was collected, actually Sam Bowman, who's already walked out of the room, um, in the just floor. So Sam begins by collecting this information around our current open enrolled students who also have disabilities. She brings

043that information to a meeting of which I attend with Jason Moves and Kelly cab. And we log through each of the different categories and by schools. And so as we take a look at our current information around capacity, you'll see capacity numbers in the first column. And then we have projected enrollments. Again, this is a projection. Um, Sam does an excellent job projecting what we think will be our numbers for the upcoming year. And then we have to make some determinations around how much space will be available for open enrolled family. So what we are determining at this point in time with the numbers that we know at Athens Elementary in our cross categorical program, we have capacity for 18 students, or projecting 14, which means that we would have four seats of four spaces

044available for open enroll students to attend Athens Elementary School at Maple Grove Charter School. We also offer a cross categorical program. Uh, Robin is our teaching principal. She teaches half of the day. And then Mrs. Park is our other part-time teacher. So together we have one teacher. Um, but they teach once in the morning and in the afternoon. So our capacity there, um, in total would be 12. We anticipate a projected enrollment of 12. So at this time we do not have space available for open enrollment students who may have a disability that would want to attend. We charter school at our secondary level, that would be our middle school. In our high school. We also offer cross categorical programming. Um, Mr. Becker and Mr. Thst, we have the capacity to educate approximately 30 students.

045We are anticipating enrollment of 26, which means we would have four available spaces for students that again, that would open enroll and have a disability in those supports. The nearest speech and language, um, we have the capacity to educate 50 students. Um, Mrs. Mann, her name this evening, she's our full-time, um, SLP speech language pathologist. And Mrs is part-time. So we have a position and a half. Um, we project our enroll right now to be 52, which is already a little bit above that capacity of 50. So at this time we're suggesting that we would not have, um, available space for a student to have speech needs. Who would so continue on. And the next page of the report, again, these are forecast numbers in the moment. Um, the data you'll see on this page

046was collected on our second Friday, which was January 9th, 2026. So in this graphic, what you're going to see is we break down by school what the projection of our enrollment would be in the upcoming year to make some, um, good informed decisions about open enrollment. So as we look at Athens Elementary School, which is the numbers part of the graph, again, we're taking the numbers that we currently have and enrolling them forward. Then we were looking at an average, um, best thinking. We may have the ability to use the Baird analytical tool so we can actually look, um, in the past and forecast ahead for enrollments. So on average, we would anticipate, um, approximately 20 4K students next year. And then again, the other numbers are rolling up from that data that we had

047available on January 9th. And then you'll see the approximate capacity that we would have at happens elementary school if indeed we didn't have students leave us and join us. And we know that reality is a school will have some flexibility. Can I ask a question? Sure. Just if you look at the, let's say the kindergarten size. Sure. Is it just that there's way fewer people that enroll in 4K? Um, because it's not a compulsory because there's not like a second, like if you look at the feed in, let's say 4K for the whole district is 20, but then with Maple Grove and Athens Elementary, the forecast is 20 each. So like, I'm just wondering about that. Sorry. So I think I can speak to that. Yeah. Um, so what we would remember in um, our

048community is we actually have four viable elementary schools. We have Athens Elementary, we have Grove Charter School, and then we have Trinity and San Anthony's. All four schools are going for the same students who either live within our means and or we're encouraging them to come through enrollments. So 4K is offered, um, at multiple schools, not available growth, but the others. So parents have a choice. And what sometimes happens is if your child begins education somewhere, whether it's public or private, you have a really positive, great experience. You're going to want to stay. So we have seen, um, over the last couple years too, with Trinity offering high younger childcare options. And that's a need with many of our families if they begin that experience at a younger age. And it's very positive, which we

049anticipated it's going to be that sometimes those students that may in the past are elementary or have a choice with happens. And we both are choosing to stay in our cultural schools. So in our community, um, besides athletes, we celebrate that we have four options. But the reality is, is that we have four Options, Maybe that Okay. Um, at Maple Grove Charter School, um, we do have some capacity limits. We, um, the one room schoolhouse as you are aware, um, so best educational practices. Um, we have some caps in kindergarten and first at 23 students and then we roll up a little higher. 25 students, um, would be the Caping grades 2.5. So again, as you look at the numbers that we project them to be next year, um, we don't have any class, um,

050at a hundred percent. Um, but we have at least two that are relatively close. Um, and then, um, the bottom line of total numbers of students that we could accommodate a New Grove Charter school would be within 46. And, uh, Robin and I have communicated with the governance board the same and they are in agreement with what we have here. New class that I took tonight. Um, then we move on to our middle school. Um, and we'll start with sixth grade and you see, uh, 33 students here. This does represent the students that are currently attending Maths Elementary and those through Robin's efforts, um, that parents, if they were to make a decision now in January, 2026, I would anticipate that their fifth grader will come to Athens Middle School. Um, it's important to note

051that right now that number is approximately, uh, 12 students that would be joining us from Maple Grove Charter School. But please note that's not 12 open. Most students, uh, many of those students are already ING families. Um, and they're choosing them to help their children remain in our district. So that's important to note. Um, and then we're rolling up, um, into seventh grade and eighth grade. So again, very healthy numbers next year for our school, which we celebrate at, um, Athens. And then as we look and forecast ahead to the high school. Um, something to note, um, the freshman class, that does include 13 students from our two parochial schools. Um, the current eighth grade classes at Trinity is senior and he was very healthy this year and we insisted that those students will be

052joining him as um, his freshman next year and then again rolling, um, up our students into 10th and undergraduate and senior class. So as you take into account all that information, it's important to know, um, what our projected enrollment numbers are because on the next page of the report, um, now I show recommendations for the board around open enrollment, um, looking at those projected enrollment numbers. At this time I don recommend setting any, um, seat limits in, um, regular education at Athens Elementary Middle High School. You already heard me share, um, that the recommendation for special ed is four spaces available at Athens Elementary and for Intermental High School. And then we do take note of the seat limit would be and Brook Charter School. And this is an alignment with the charter contract and

053their language as well. And then special education as I've indicated, nurse case available. Again, open enrollment students with disabilities. And then I also note that as a district we don't have space next over students have a speech need as well. So, um, these are the recommendations in the motion I would ask the board to entertain this. Any questions that I don't think so. All good. Thank you. You're welcome. Okay, wonderful. Um, next is the Athens High School Educational Planner and Planning Guide For 26 27. Alright, so pretty standard from what we've had. A lot of things are gonna look very similar. Um, we have one, um, just update some, some date changes for like fall and spring offerings because we're really trying to work hard to have some rotations with some of our elective courses,

054right? So we don't have, um, we don't, um, the waters too much any on any one year and then not have enough students. So what we will do this year too, to maybe reboot some of that with some of the course offerings is, um, in, on the initial registration, take those bigger numbers, look what our biggest, where our prominent areas are. And then when the final um, master schedule kind of gets built, then students will be able to choose from those lot classes so that we make sure that we've got enough students in certain areas, right? But not, um, also not too many. 'cause then we've got areas like, um, our foods classes and um, our shop classes are growing like exponentially. And for safety purposes and for reasons of just organizing the classrooms, it's

055important that we hold tight some of those limitations for those goals as well just to maintain safety. Um, so just keep that in mind. Um, the only change that was really in there to be made was, um, for history, one, the history offerings. Instead of it being um, uh, world conflicts, it would just be world, world one. So that was just the one slight change in there. Um, on a different note, I did look up and um, was asked right to kind of look up the foreign language component and what was um, expected. And when I researched that based on what, um, I believe Mr. Ock had actually put it in there a couple of years ago when I looked up what the requirements were, Madison is one, the only prominent one that we could

056find that requires that it be taken as like a prerequisite for admission to, um, to UW Madison. So aside from that, a lot of 'em then were dependent on like it was required for them to get through a program, but then it was different. And it really depends upon whether you're doing a Bachelor of Arts or a bachelor of science, um, initially whether you do the foreign language. So, um, you know, many years ago for me as a Bachelor of Science in education, I did not need it. Right? Um, would've probably found it very useful as I ended up teaching some basic foreign language later on down the road. But, um, by and large our secondary places are not requiring it, um, when our kids exit. So I did find that out. So I left

057the language in there as Mr. Long had had it. Um, it's very thorough actually, as I even took another look through the educational planner with regards to how we help our kids plan. So step two of that will then, um, not only be able to share that out and work with Ms. Medford and getting the registration process in motion, but then also, um, keeping with past practices that Mr. Noack had even MR last year, where we're gonna meet with families and really make sure that we continue to communicate what are the good practices going forward for children as they progress through the high school years. How can we make sure that we are getting the most out of their high school education and what course offerings are we having? What do those things look like?

058I do wanna make mention to the board that there are a lot of classes that's still mentioned in there. He does fill out the, like the student and distance learning. So I always want us to be mindful that even if we can't offer it in-house, right? So obviously we wanna fill up as many of our in-house course offering, but there are exceptions to that rule. If the student is accelerated and wants to either do the college level that's not going away. We the early college, um, credit program and the start college now, those will continue to be options. We have distance learning options through the student network, which are great. For example, our foreign language in the last couple of years has gone down that path with math. Um, we also took that option, um,

059the last couple of years for kids to be able to do some of that advanced math work. We're keeping a tight look at that as well to make sure that our onsite teaching goes toward the greatest area of need depending on how, where our kids are. I mean, going along that continuum of math, right? 'cause for our lower level learners, to be fair, should go without saying they need those boots on the ground in front of 'em for if they're a lower level, uh, virtual learning for them is typically not successful. So I just point that out because I want all of us to have good conversations. If somebody were to ask you, you know, how do we accommodate for meeting the needs of our diverse learners? Um, so those are just some of the

060options that we have. We do still partner with our va so there are situations where those course offerings also come into play. Um, you know, I'm excited in our small town and I think this is amazing that we actually offer all four areas of CTE because that is like unheard of in our conference that we have ag tech ed, business ed, um, and family consumer sciences. You guys, that's a rarity that rarely do you get all four in one building. So we're super lucky to have that. But I wanted certainly continue those kinds of things. We've got some capacity to, um, grow, especially in our business ed, that tends to be a different wavelength for kids to follow. Um, I did wanna also find out in there that, and this was brought up in a

061meeting outside of the school community, um, entrepreneurship is offered as a class in there. So I just wanna make sure like I'm circling back 'cause I've heard those things too and it's not lost on us that those are very important skills for our kids to have. So I think again, as we talk to our kids and we get them grounded in taking different paths, you know, again, we are offering those things. Now keep in mind we have to have enough students who run the class. So that's typically what those things comes down to after a while, is what are the numbers, what, so just for reference in there to make sure that folks know that we are listening and we're hearing them and those are some of the greatest, um, practices that we can follow

062to always make sure we're offering that pathway. Also that helps set our kids up for a path after here, right? So, um, anything that you do to help bolster that is, is a win for everybody. Can I ask a math question? Yes. Can, having been The complaining parent on the, uh, algebra for eighth graders, um, is that continuing now? Like, you know, obviously I only know I have not investigated, like do we have differentiated math at that eighth grade level Currently? So we have, we've had that conversation with regards to how do we make sure that if indeed we are, um, exploring that pathway for a student, what is our measurement that tips that scale in that context so that, you know, is it really getting straight A's or is the child truly projecting at

063a much higher level and accelerating through those programs? Um, so I know we've got ongoing conversations to kind of look at that and what does that look like, not only internally for Athens Middle School students, but also for a common parts at Trinity. And that have also looked to us to potentially offer that. But like I was just like, this year, do we have eighth graders in algebra? We didn't, not not this year we did Not. Because I just, I mean, I will point out, and this is my perspective, both as a parent and as a community member, that like we're gonna have bad advanced math, like enrollment if we don't create the option for people to accelerate math. We won't have physics if we don't create the circumstance. And I feel, which I know

064is very counter to maybe educational practice that we don't need like genius students to justify having students meeting what it like slightly larger. But also peer districts often differentiate in math for kids who are really interested in stem. So if you're an eighth grader with B pluses, it's really interested in STEM that maybe algebra actually is appropriate if you're willing, you know, if the math teacher's involved in that decision and that kid is gonna, they might not be, you know, testing the highest, but it like allows them to pursue the thing that they want. 'cause I feel like we are very good at doing that in tech ed and in these certain other areas, but also in some of these core preparations for programs. Like, you know, I feel like we do a disservice to

065students by not like it's a, it's a self-fulfilling prophecy. Like if you don't create the eighth grade trajectory, we have this math sequence here. Then once we don't have that, that's why advanced math like didn't exist for a year. Because if you have no students, then of course you don't have it. Take it because they didn't. And it's, I mean, I will say I also strongly feel that like I know of course kids that are lagging behind need a teacher in front of them, but also kids who are b plus students who can achieve these higher levels and that might create a, a better opportunity for them as an outcome also matter in terms of things. And I, it's hard for me when we look at like what I consider to be core academic areas

066for us to be like holding back there. But I love that there's cooking education. I love that there's sewing. I love that those things exist. But also we need, I feel strongly like we need solid math. Like that's, that seems like a, you know, like that's just one example. But I feel like, I don't know, for me that's a hard thing. Like that we have to prove that students need the math, but we don't have to prove that they need the cooking. We don't have to prove that they need, you know, enrichment in these other areas. We just take it for granted. And those are great life skills, but also like being able to accelerate in core academic areas to me seems like, it seems like, I don't know, that's part of our job and

067we do it at the, I mean I feel like at the elementary, I will say in my, and again this is my personal experience, my kids' experience in the elementary, they have really differentiated learning, super differentiated in the second it they, and like in middle school, I understand COVID happened, but like, you know, they kind of moved into middle of high school. And I think, you know, I've heard this critique from other parents, like, and then that differentiating learning, it kind of like pushes back to this middle level. Um, versus, you know, the elementary, I would say did an outstanding job with kids, with a single teacher just managing them. Yeah. And so, and I, I don't know that's, I that's just to comment. But I do think it's something to think about in terms

068of like, do we really need to justify that we need differentiated map, like as a basis maybe that, and if we're competing for resources with electives, maybe we need to think about that. 'cause map in mind matters, but it does matter. Yeah, it does matter. If you're going into a trade, it matters. It matters for a lot of tutor. Mm-hmm. And just basic life. I agree with you. I think the offerings are great, but I do agree with That. Um, The comment About, Just thinking about that, how do we build that Pipeline, right? Like, So is it that there wasn't any kids last year that were able, or wasn't, uh, weren't excelled enough that didn't get pushed up to, uh, algebra from eighth grade? Is that what it was? Or was it that we as

069a district or our teachers decided they weren't gonna teach? Now is the question I take us back a couple years when we lost teachers. That, that to me is my nexus you guys, because I, I have one math teacher for middle school and one high school and they're, you know, they need three years of math. That's what DPI says. Although we have prided ourselves in our community as us four years, you know, the slow path might be the readiness, the L one, geometry l but just try to take them off. We're not gonna force that fourth year. 'cause that doesn't always make sense and that makes that, you know, sometimes that's not the right path to take. But, um, back to your point, Steve, right? If we had those kids, we had, um, you know,

070it was a process. I would sit down with our math teachers at large and based on their, um, formative and summative assessments of how the kids did and just the math minds in front of 'em, um, they would determine at the end of, you know, it would get to be middle of the second semester and we would start determining how reproducing math, actually I take it back, it'll be the end of the first semester because then we were looking at scheduling for the following year already. So like at this time of the year, we're starting to take a look at what is the trajectory right now? What do we have that's going on that could help our kids, um, continue to accelerate at that rate, you know, and what will that look like internally? The

071conversations have kind of been like, what will be that? And ka back to your point, does it need to be up here or what is, what is the criteria then? What could or should that look like? Um, Or even what are those? I mean not, I will not endorse that it was a good choice, like in say like the ridiculousness of Ted's class, but they did not have a math teacher. Like we did not have capacity for his class. That would be this year's 10th grade. And so, and they had been marked to be in algebra. They were explicitly told they would be in algebra one and there was lots of like back and forth, but they were working independently with guidance from a math teacher in eighth grade. In eighth grade. Um, like no.

072Yeah. But that was in eighth grade. They were working Independently in, In the back, like back of RO shades, um, calculus room. I think that's a lot to ask from a teacher, but I feel like even having those creative options, like even having a teacher's aide who can check in with them and they're testing, like that's for the students that are like, if you have a cohort of students that are really advanced, they can work together. Um, but I feel like he Ted's in math this year and like again in the like next level and doing well. So like it did work. Okay. I guess sell algebra, but I mean, what, Is this something that performance services in there or whoever our survey or we're looking at all of our, um, feasibility studies, is this

073something that is gonna get addressed like across the board? Maybe not just in math, but in other needs that like the Curricular Right across the board? Is this something that It's a, a combination of the data that they'll collect as well as Julie gave mentioned too, um, we have previous math teachers. I've seen spreadsheets from 10 years on previous have time still refer back to them and try to inject forward with, so not only going back, but definitely going forward and what's the tracking, Right. Because I think it's something if, if we're trying to fix as we're trying to fix things and adjust things and better the district, something that definitely be, I I'm sure there's a comprehensive plan already, but just something that if not should be included in the least, least statement. Yeah.

074Right. Because I do, I mean I do think like the math and science, obviously like physics, you have to have a certain level of math to do physics. And so like when Riley was the only student for physics and so then couldn't have physics, that was a side effect of a math issue too. So scheduling, there was a few things, but like, and I do think, I mean, I do feel like scheduling is moving in a positive direction. I think it has been really hard with the turnover and guidance, like it's not technically your job. Right. But I think that's been a hard thing to just get kids appropriately slotted with their own trajectories. And I think it's a, it's a combination of issues where we need to, we need the buy-in from families and

075kids and as well as we have to have the resources to provide somebody to teach three kids that may be interested in, it's a, it's a double-edged sword where we have to try to wait, you know, Distance. I don't know if distance works for eighth graders, but I feel like Riley is taking a distance math class 'cause it couldn't work with his schedule this year. Right. Point to point, whatever that's called. Right. Abbotsford Or Colby Sweden network. And that like, works fine. So I, Yeah, nice. Yeah. Of getting those connections made. Um, again, that not always perfect, right? We prefer the boots on the ground in front of the kids, but also those creative spaces when we need to. And we do that we offer the same service right. Back to others as well. So

076that's kind of been that shared. Um, it, I mean just that shared vision among schools, right? When we know that we're falling short, I mean we have emails back and forth throughout the year. Oh, we lost the teacher, we're gonna set this up a second semester. Oh, we need this. That's where leading into this sweet network has been a God set for us. Just because, you know, if and be there were enough, you know, that off year, like we've had where we, we weren't able to find a math teacher and, you know, resources within that year. So, you know, push back to the sweet network and they were able to offer us something which was again, not perfect, but also it was still an opportunity for our kids to get some of that learning that

077is where they were at, to help them, you know, do our best to meet them at their level so that they can continue down that path, like I was talking about, to get them to that, um, higher level goal. Mm-hmm. That is like side commentary and not about the actual layout, but As we consider the scheduling and using the course planner. Um, and just talking through with families and what are we looking for and what, you know, um, how can we do that? Right. I never wanna say, well we don't mean our job on the back end is trying to figure out, okay, how do we connect 'em? Right? Um, you know, for some of our kids, you know, the other side of that too is maybe we get an RBA mediate class because now

078some of these other options don't fit either and they're not really appropriate for certain learners. So then what do we do with that? So, um, again, not always the best right? Or the most ideal I should say. But also, if that's where the kids' needs are at, then we need to be mindful of that and be thoughtful in what does math put 'em as well? So, No, I'm thinking, I think when we do this, uh, we do the school thing except classrooms up with maybe the back half with glass, you know, and there's a TV thing and the kids that are excelling, maybe they're online learning and the teacher takes care of it and then he can go back or she checked on em as as if, but you're right, they don't all go coincide

079at the same time. Right. So that's the problem. If they would maybe in this tape recorder, you know, well There is, I mean, teacher Matter wanted To like the place for this, but there are historically UW colleges that offer asynchronous learning, which doesn't, at least from the things my kids have done, but maybe it is available and I haven't seen it. That offers a lot more flexibility than a lot of the classes that are in those slots that often weirdly fall between two of our periods. Right. So it blocks 'em off here. And so, I mean, maybe part of I'm just trying to be creative and offer lots of extra work for you, but I feel like I do think if looking at, like, I taught online for the u UW colleges and those were

080asynchronous classes and there was asynchronous math. And so that means students are completing their work. They are, there's interaction in assignments, but they're not like in class. Um, and especially for students that are not for eighth graders doing algebra, but for like, you know, juniors and seniors especially, I feel like even in math curriculum, those professors are doing a great job and maybe that is like a place to concentrate, looking for coursework is all, 'cause it does less of that interfering, which is a little part. So that's like recorded classes that you still have an opportunity to reach out to instructor. The instructor, yeah. They're not even always recorded. Like they're set up. I mean, there'll be recorded lectures or like videos or things to watch, but there's a lot of like independent work and

081reading that takes the place of lecture time. Um, and yeah, you still are, you still are submitting things that they're giving you feedback on. They still have office hours. It's still, um, but you're not, not all the students are like on at the same time. So you would have, you have assignments like in those classes where you're responding to other students' work, but it's all written. Mm-hmm. It's a writing intensive like type of learning. But I option at least, yeah, our German, so I know Joe is like the only student taking German right now in the entire school, I think. But, um, he's taking German too because he said it in German one last year with the live version and now it's asynchronous, it's independent and it took him a while, but like he, he

082is gonna finish all his work, so that's great. And he is doing well. Like he's learning it and it's not a specific time that he has sit down, so they could really put it wherever in his schedule. So I think, you know, there's options like that with other things too. And I think this one's through like WVA, so I'm like, there's like a lot of magic that happens where if the kid doesn't have like the schedule and the right components, they're like, okay, we'll find something. Like, and it just magically probably not on your end, but it seemed like magic was like, oh, you can take this anytime of the day. Sure. It's a ton of work on your end. So I thank you for creating those options. And I think that that's a, and

083the thing that sets us apart then is like even, yes, you can see these things that happen here, but we have so many more options and opportunities that we can present to the students, right? So why would you not wanna come to Athens when these other districts are offering this, right? Like we, because we do have these other platforms to be able to kind of offer these opportunities on, which is awesome. I understand it's a lot of work, but it still opens the, the doors to all these for all these students too. Yeah. I don't, I mean, even last year, 'cause they did an open house last year, like to like understand how some of those programs work. I think that's the biggest challenge with the things that we offer because like as someone that

084worked in higher education, I was still like, I really have no, like, it's very hard to figure out how this works. And so I don't, you know, my only one of my concerns with it, which is why I like, like math being on campus is like there are parents that are willing to and able to advocate for their kids. There's like kids who, you know, are individually pushed, but like, there's also parents that don't have time or resources or understanding to do that. And then it's a lot of work back on the administration, back on teachers to do that work, which I feel like in my ideal world, if we have a really solid brick and mortar in the basic areas, like some those other things are extra when needed versus like the default. That's,

085but yeah, I agree. We do have all those opportunities. It's just like, Yeah, but it's hard when you, with the teachers, right? Like in, in your brick and mortar, right? When you only have so much to offer at that point and you were struggling there for a little bit. Yes. And I, I know we don't have the money to hire a bunch of extra teachers. Mm-hmm. But I feel like if we are doing this building live planning and looking at operational referendums, maybe when we look at curriculum, we should be saying like, okay, so math is an area. I know that we have a lot of areas where we need a halftime teacher and they're in very different areas. So I understand that that's a constraint, but like maybe we try to figure out how

086to slot for those things in our referendum, or I know harass, I trust that you, she's, she does think about, I know that Andrea set about these things. Yes. It's not that these aren't like a concern, right? But, and we don't, we're not flush with cash, as we all know. It's The interest board members. We represent the community and you are doing a very nice job sharing with us interest. There are always multiple options to meet that interest. So a stucker has, through that process and feasibility, we'll determine what is feasible not only from brick and mortar, but also from the operational. So putting the two together. So having the conversation is very important so that we can continue to think about what are the interests and the priorities of this school. So I appreciate

087the conversation and Julie and I continue to meet with Alexis and, um, we represent our community and we're trying to do our best to meet all those interests, um, sometimes in creative ways, but we're, thank you Juli. You Perfect. Thank you. All Right, thanks guys. Okay. I'm call the next is the school district of Athens 26 27 calendar. Alright, do you have in your board packet an option, uh, for a calendar for the upcoming year of 26 and 27? Um, I'd like to recognize the members of the calendar committee, uh, Jessica Van, Sheila Ky, and Lisa Thompson. Uh, these, the individuals have been together the last several years and they understand the process. We just talked about interest and options. As you can imagine, um, in a district with almost 100 employees, we have lots

088of interest. Um, so we tried to develop at least two and sometimes three calendar options to meet those interests. Um, the calendar in front of you, um, was voted on and already, uh, district employee had a chance to submit a vote. We had a option A, and then option B, this happens to be option B, approximately 72% of our staff appreciated to, that to me is overwhelming majority. Um, to highlight just a view of the things that either have remained consistent and or share with you the things that we continue to modify and change. Um, we do maintain 172 student instructional days. Um, we will have next year eight professional learning days. Um, and those as you can see are, um, on the front end. We offer three plan days and then a flex day

089for our staff. Something we implemented several years ago is this option of, as a staff member, we honor and respect you as a professional. And if you need an extra fourth of the day to prepare for the upcoming year, give a time period in about two weeks to choose that day. The feedback we receive is please continue to do that. So at the front end of our school year, we have, uh, four days, please fix and one flex in September. Um, we began this year by incorporating professional learning day. This is in response primarily to the screening that occurs at the primary grades around Act 20 at literacy. Um, and we wanted to give our staff, the principals an opportunity to go ahead and gather that data and start to make informed decisions about instruction.

090Next year in October, I draw your attention to October 16th. We'll, once again, um, join approximately, uh, four other districts through season nine and we'll have a collaborative professional learning day run a two year cycle. This year we did not have that embedded in our calendar. Have as equal as we could, can not only quarters, but semesters. That also speaks to it by forecast ahead. And a great example this week we have our quarter ending and our semester ending quarter two semester one ending tomorrow. And so we have a PD day on Wednesday. Um, and maybe in years past today would've been the PD day, but the two teachers, Jess and Sheila, gave voice to even two days difference in a quarter a semester can be impactful, especially in their encore allied staff in the

091teaching because they have two less days in front of students. So they have a very strong voice when it comes to how we plan and count the days. They are the counters, if you can imagine. Um, and so that's, I trying to explain kind of the background of why that day now lands in the middle of the week. Um, and I remiss if I didn't share that we also cannot start school, um, until September 1st or the Monday after Labor Day, whichever comes first. Um, we're hopeful in the future years that we might have more local control as, uh, administrators across the state to continue to advocate for that because that will leave us some more flexibility. So right now we're a little bit bound by what those and recommendations are. Um, so again, this

092calendar, as you see, um, flows. Another thing to draw to your attention, um, something that's, um, going to actually be the second year that we've done. This will be the first in February. We're hosting parent teacher conferences at the elementary level, the first week at the secondary level in the last week of February. So, interesting reasons why at the elementary level, again, um, we are bound by doing the midyear sooner for Act 20. And we have a short period of time to not only analyze that data, but then if it, if a child needs a personalized reading plan, we have to all of that and present it to parents. So we wanna align that with parent teacher conferences. I'll go back to Jess Sheila who said, Ooh, early February too early. I've only seen students

093for three weeks. I'd like to see them for five or six before meet and greet parent and share with them how their child was performing. So they were advocates to say we would prefer at the secondary level to have our parent teacher conferences later in February. And at least one of the committee members is also a parent, an employee. And she was very thrilled to have elementary and secondary and different nights because it's very difficult when you're working to try to fit in one child's, um, parent teacher conferences. So just to give the board an example of how the voice on the committee are really important because I try to represent a lot of interest and we do our best to make those. Um, this option, um, also provides a long, um, Easter weekend for

094break in late March next year. And then we'll be ending in the end of May. It is my understanding, it's been tradition here and it happens that if we can include our school year by Memorial Day, that makes our students, families and our community very happy as communicated by members of the committee. So we do our very best, um, to meet that interest as well. And we're going to put that to your next year. So I believe with all of those interests trying to be met, that's why we had almost 73% of our overall staff s So on behalf of the committee, first thank them for their time. We started meeting in the fall. Um, and I wanna thank forward for hearing, um, the rationale behind some of these decisions. I'm happy to answer the

095questions that we might have. I just have one think, just one question. Sure. Um, so we have 172 days. How many do we actually need for like, the highest level of requirement? Like does that mean there's a couple snow days built in or No? Yes, there are four to five snow days built in the calendar. Um, and that's based on the DPI sets, um, regulations around instructional minutes. And they are different in the elementary compared to the secondary. So, um, we are already starting to monitor those because we don't have two days this year, um, this week, the next several months. But the reality is we, so it's a best practice to incorporate. Can I ask this question about, as someone who grew up in a state that had a dramatically shorter summer break, if

096this is the norm across the state, but like, because I know like educationally having kids not go to school for 14 weeks is not like ideal in a row. And so I'm just wondering like, is this just Wisconsin just like doubles down on summer break? I went to school until July, almost July growing up. I'll Do my best to answer that. And I think where I would begin is, um, the regulations and the requirements by the DPI for the instructional limits, um, and coupled that with when we can't cancel the school year. So, um, I'm not sure how early, um, in your state you might have started, but the school year might have began in the second in August. That's a norm in many other states than Wisconsin others. Um, but we do have that,

097uh, local controlled minus start date internally of how many days, as long as we move those instructional minutes. Um, there are districts, um, in the Marywood and CSUN nine that have more instructional days than 1 72. Um, they perhaps then also have to pay their staff more because then you're teaching more. Um, it's not necessarily, um, a leader's recommendation to decrease professional learning because that's as important for our teachers to be able to get that professional learning so they can continue to do their job and do it well. So it's really striking that balance. Um, we do have incorporated into, um, our teacher contracts additional colors because we know they work above and beyond and they come to faculty meetings, they attend IEP meetings, they attend meetings. So, um, that was something that also was,

098I received my first year. So we have incorporated some of that as well. So again, lots of interest and we try to create the options that Did I? Yeah. Yeah. I just was always, I, it's shocking every year to me, but it is, we also have a longer school day than I think from other states or non-variable school time, but all of us have offset. Anyway, that's, but still, I'm still, it's very long summer break. Okay. Very nice. Comments, questions. Okay, thank you. All right. Then we have viola policy updates. Okay. Um, so in your board packet, I'm gonna begin with, um, you have information around what's called the technical corrections. I'm just gonna read a statement because this section I think will go relatively quickly. Um, pursuant to language offered in a bylaw 0

0991 3, 1 0.1, the district administrators authorized to review and make technical corrections to policies that's already been adopted. We won rule making procedure procedures. Those procedures are more twice a year front of the board and they share with you the updates to the policies. So unless you have any areas of technical corrections you would like to discuss, these are typically routine. It might be a change in language or a word doesn't necessarily change the content or what has been or policies. I'm good. Sounds good. So moving on to board policies. Um, you have, um, the policies in the packet as well as what we call the reviewing comments. So I'm gonna begin, um, by going through the policies and I'm happy to stop at any time to answer any questions. Um, I'd be remiss

100if I didn't say that this work is conducted not only with principals at the table, but if necessary we invite services, staff, nurses, anybody that might have a voice and need to help guide through that process. So know that it is not just myself, but there's typically a team and the that work us. So, um, you'll also get, um, the sense that we follow very much intently aligned with, um, what those statutes then the attorneys are. Um, so the first policy, taking a look at 0 1 4, 4 0.5, um, board member behavior communications, code of conduct, minimal language changes here again, um, recommendations. And on the second page, um, there is a letter U that was had to disclose any actual perceived conflict of interest. So as that the board member, if you, uh,

101recognize that there might be a conflict of interest in either an agenda topic in open or closed, um, you would be that professional admin communicate. Okay, this is a little tiny ni picky detail, but there's no T but there's a U so that we might, that might bet. Yeah. But anyway, I agree with that statement itself. Okay. Um, and the other changes on page three, um, under board member records and confidentiality, um, remembering that board members must protect and not disclose records consistent with her board. Um, and then on the last page, um, choosing A through F, um, minor choices here. Any questions? All right. The next one, um, is 0 1 6 6 1. Um, consent agenda. Um, this gives, um, the board and the board president and administration, um, the opportunity to create

102a consent agenda. Some examples of things that we have used, um, the resources report. So we would include in that report employment or if we have resignations or leaves a board report. We don't have to go for each thing individually. Um, as well as now we have reports that typically, um, that would, um, share with us around bills payments. Um, so again, some of the choices here represent, um, how we, um, the next 1, 14 61 requested leave of absence for duty. This policy in particular, um, talks about, um, the responsibility a district administrator would have to put another administrator on a lead, um, and to also request, require a physical or mental condition, um, and go through an exam. And then in particular how that information can be used, um, in that process. So

103again, practice working on policy. In this case we've got summer or intern school attendance. Um, this one I was quite patronized sitting with the administrators going through our practices. Um, and we do take attendance and we offer summer money because then we can, uh, submit that to the dpi. Um, 25 to two instructional technology and literacy centers. Um, this one, um, invoked a really good conversation. The purpose behind this policy is should we have, um, a parent or community member challenge materials that are in our library? This very clearly lays out what process would be. Um, I don't believe that we have this policy in the past, so this really is new. Um, and again, input from the administrators. We put together a committee, but again, very detailed misunderstanding and we respond to that. Uh,

104request. Uh, 41 40. This one is around termination and resignation. Um, specific to the 4,000 series of support staff. Um, so this would be, uh, good leadership if someone were going to be terminated, giving them the option to resign and walk them through the differences between termination and resignation. Uh, policy 5 1 1 2, which is entrance age. Um, this one is important to stay in alignment with state statutes when it comes to 4K, five year olds in first grade. So you'll see that lined here nicely. It does mirror very closely a previous policy prior to having meal without having increase. So is updated. The next policy is new, the 54 11 because, um, act 20 requires to have a third grade promotion and retention for at-risk students. So this language is, um, borrowed, um,

105directly from that 20 legislation. But new, um, as a district we're required to have fourth grade and eighth grade promotion policies. Their grade is not new. Uh, early graduation. This one is updated to represent, um, how we practice in the school of Athens. Um, with Julies help over the last several years, I know that we have offered opportunities if it was, um, something that met the needed for the students. So you see information here. Um, updated, um, academic honesty. Um, this is policy in 55 0 5. Language that has been added is specific to ai, um, Let's see, 55 30 student use for possession of intox intoxicants drugs for, uh, paraphernalia. There's an addition of two definitions on the second page of this policy, both of which we chose. Um, we felt it would better

106to be proactive to communicate what our policy is to our students and our families. Um, and that administrative guidelines would indicate how we would respond if a student updating that to our practice. Um, policy is 74 40 0.03. Uh, this one is around drones. Um, and what is or isn't applicable and how it relates to, uh, WIAA administrative policies and procedures. And this is a wonderful example of the attorney's draft, please. Um, many times the policy update is because the district across the state has excluded the challenge. So they do their research from a legal standpoint and the districts where members on guidance on what we might wanna consider for, um, policy 74 50, um, property inventory. And this one, um, is very applicable to, um, John and Beth. Um, we are in the process,

107um, through developing a large long range facilities plan to do property inventory. This will was determined when certain property is going to be expiring or maybe seeing the end of life and then it looks plan in the future. So they were both at the table to help us with his, um, policy. Uh, that was part of the next one, which is county system for capital assets. It also compliments the one I just shared with you and would be used as we continue to draft and elabor capital plans for the future policy. One 20 is around volunteers, which we appreciate. The volunteers have the time to come to help us in the classroom or in our schools. Um, but then we also wanted to draw attention to, um, based on input from our attorneys, if a

108volunteer was to transport a student in a private vehicle. Um, and that went aligned with, um, a guidelines and policy 86 60 as well. So that was one, uh, change in the first page. School safety. Um, this is policy 84 20. Um, this language is updated to represent what is required for ACT 1 43 for school safety and then some new requirements from the DPI, which are clearly outlined. Um, second page, which is the annual crime statistics reporting, which happens at the secondary level. And we submitted our first report this year. Um, the next policy 85 31. Um, this was a policy that was flagged when the Department of Public Instruction was here in early December, conducting the nutrition audit. Um, our policy at that time, um, was irrelevant but been some updates, um, not

109around discrimination and language that needed to be added. So, um, the members of that team, um, including, uh, Tammy, Beth, myself, um, we met with, um, our viola representative who took feedback from our DPI audit. And that is represented now in this updated policy. So we will have met, that was when area we needed to begin. Um, next policy, 91 51. Um, again, this is around cameras and other recording devices in locker rooms. Um, it's updated to represent what is written in state statutes. And that brings us to the end of the draft. Was happy to pause, answer your questions or go back into any other. Could you repeat All of that, please? Some more details? No, thank you. We're good. Thank you a lot. Okay, next one is WASP resolutions. Okay. So, um, you

110may or may not have noticed that I sent out an email, um, asking for some feedback on the resolution. So a little background, the WASP has a convention this week and, um, each school board gets to send one delegate. And I'm our delegate for the board. And what we're going to do on Wednesday is we've received a packet of resolutions that school districts have provided and they've, there's some that have been vetted and forwarded by the Policy and Resolutions Committee of WASB and some that were rejected. And the ones that were forwarded by the committee will be voted on on Wednesday afternoon. So I'm assuming there's gonna be some like, explanation of what they are, some discussion and then voting. And then the ones that were like rejected or not forward forwarded on if, um,

111if they get a two thirds vote, they can come to the table to be discussed and voted on. But otherwise they're kind of like done. So there's, um, I still have the link. So if you check your school district email, you have like a survey to like look at each of these and say like, do I, um, support this? Do I not support this or am I neutral? 'cause some of these, like I feel like I didn't even really have a big opinion on. Mm-hmm. There are some that I wanted to kind of bring up because I feel like there've been things that our board has, um, somewhat discussed. And then if there's any other questions or like strong feelings, um, we can discuss those as well. But we definitely don't need to discuss all

112of 'em. Um, but one of them, well there's a, there's a lot about like funding. Um, the first resolution that's been passed and forwarded onto the committee by the committee is a voucher program caps. So Marinette proposed this, so I tried to tell you which school board it was. Um, and it, they want to keep current income and enrollment limits on voucher programs. So right, like the proposal, like the, the proposal out there is that the vouchers would not have a cap anymore as to like income level, um, or enrollment. And the proposal brought forward is they wanted to make, keep it capped at what it was. So the current cap was, um, 220% of federal poverty level qualifies somebody for a voucher. Um, rather than removing that cap altogether and opening up vouchers for

113everybody. So each of these have like what this means and why they're proposing it. Um, so there's a number of things that districts are proposing to kind of keep, like to kind of work with the funding that we're getting. So you'll kind of see that trend. Um, also for reference, um, in our district, like many of our families, like our, if you look at our adjusted gross income numbers, like that would be a majority of families in happens district would be around. That would already be under, right? So like for us, that cap, which is, I dunno that anyone saw the maps that came out with, um, voucher money and the state. Um, but you can see Athens on map, like in terms of percentage of like given the total size of the district, it's

114so dark. People coming lake were like, why? You can see why Athens Wow is may have. So I mean it is worth noting that our district, while it's like wonderful that there's options, people often choose parochial schools because it, religious background, recognizing all of that, it is a huge impact on our community specifically. Um, and it's a dis I mean it is for many districts, but because of our relatively low adjusted gross income eligibility is quite high for parents that live here. We have a lower income population. Mm-hmm. So that's interesting. Yeah. Um, there's another one on here about the, um, let's see the voucher type of things. Um, and it's number 10, which is decoupling public and private school funding. So this one is interesting because Kettle Marine, Marine is in favor of decoupling

115and I'll talk about what decoupling is and Nina and OSA are against it. So this should be a really interesting one. Um, so if, if you are for this, it means that, um, voucher funding would shift directly to the state budget and it would no longer be included on the tax bill under the school district so that taxpayers would be able to see exactly how much of their taxes are going to voucher. And right now they cannot. So right now they just see school district of Athens and then we funnel that there and they don't know how much of their taxes are going over. So, so the decoupling, the four kettle Marine, Marine, they want that to be delineated on the tax bill. Nina and Wauwatosa want it to stay the same, want it to

116be like under the school district taxes and not detailed, broken out. Not broken out. So that should be a really lively discussion. Mm-hmm. So although there's two on vouchers number one and number 10, um, and then the other one, no, there's other like referendum, like up the, there's one out there number four that districts should be able to schedule referendum whenever they want. Um, so there's just, there's a variety of 'em, but there's definitely a theme. Um, like funding. There's like, there's like four of 'em about, about funding. Like universal state covered meals is number seven. I'm very supportive of this. I'm just gonna put that out. Can anyone that's seen about voting for Angie to vote like all food service directors in the entire state of Wisconsin? And most districts find that like a

117universal funded Minnesota has a universal school lunch universal funding, which we had under COVID stabilized school budgets, especially in small districts because predictability is more important for food service directors than anything else. And so they knew how much they knew how much income otherwise they're guessing and they have almost no margin to work with. It's like running a restaurant where you have to produce the meal almost at a loss and then like four kids or five kids in a small district like can shift the budget. Wow. I'm very supportive of this also just kids having food at school, it generally creates better academic outcomes. Um, and it's not actually, you know, there's many things the state budget, but there's, it's not actually that expensive in terms of educational funding in the state. So, and we've

118done it before. Um, so these are all super, I mean some of 'em are more interesting others. Um, and then the next like page three are the things that were turned down and it what this one shows like why they were turned down. So a lot of 'em are either like they're duplicate policies, they already exist, they're like things that they don't want to necessarily advocate for because it's more of WASB. The committee felt like it was more of a local thing. They didn't wanna push school districts one way or another. Um, and I forget to tell you that the out or the outcome of this is that the WASB has lobbyists that will go and lobbied for whatever comes forward in the voting. So they'll like, okay, now this is a priority. We're gonna

119go lobby specifically for that. And then not for this other thing. It seems like Have I know they're wild. Yeah, they are. They're very active. They're very active. So I guess like if you guys wanna discuss if anybody feels strongly, um, about any of these, definitely I'm interested or you can respond to the survey, um, that I sent out this in your email. I have two responses already. Three if you count myself. Thank you. Okay. Good job. Yes, we go. Thank you. Yes. Okay. And now we have human resources report. Okay. In your packet. Um, you don't have any human resources reports? I do have an update. Um, Mr. Tove has no longer, um, an interest in the position of you going offer him. So, um, not being asked to any action. This, I'm working

120now that Mr. Higher and to explore another options, so, okay. All right. Um, we have revenue expense reports. We don't have that here for questions. I don't know if there were any remarks that she had sent along or if it's just kind of hard for the course. It was fairly consistent. Do have a statement to have to share. Um, so on behalf of Beth, um, we would like to share the statement now the board of education, but with our community. On December 1st, the district received 1 million um, dollars in state equalization aid. These funds were applied to the district's ongoing cash flow loan that originated in 2023. The balance was 2.1 million at that time. As a result, the district has fully paid off and officially closed when the two outstanding cash flow most.

121Yay. Yay. That's exciting. All right. Any questions on revenue expense? If not, then we'll look for a motion to approve. I'll make that motion. I'll second Thank you. And could you please do a roll call vote Steve? Yes. Jessica? Yes. Um, Angie? Yes. Tucker? Yes. Kat? Yes. Cam? Yes. Thank you. Thank you. And then we have the, uh, checks and cash receipts and you have that report or reports in your pocket. Um, that did hit, if there were any specific questions, um, I able to take those back and we get you an answer. Make a motion to approve. I'll second. Thank you. I'll do another voice vote please. I'm sorry. Roll call vote. Steve? Yes. Jessica? Yes. Tom. Angie? Yes. Tucker? Yes. Kat? Yes. Cam? Yes. Okay. Uh, next action item is the regular and

122special education open enrollment space determinations for 26 27. Motion on that? I'll make a motion to approve. I'll second. Okay. Thank you. And I believe we can do a voice. Vote for that. Everybody in favor say aye. Aye. Aye. Opposed? Nay. Motion. Carrie. Um, and then we have the Athens High School Educational Plan and Planning Guide 26 27 to approve that as presented. Make a motion to approve. I'll second. Okay. All in favor say aye. Aye. Aye. All opposed. And then we have the school district of Athens 26, 27. Calendar. Make motion to approve. I'll second. Okay. All in favor say aye. Aye. All opposed? Nay. And then Neola. Policy updates Volume three, 4.2. I'll make a motion. I'll second. Okay. All in favor say aye. Aye. Aye. Opposed? All right. Thank you. All right.

123And now we are looking to Ajour to executive closed session under Wisconsin statutes 19 point, 19.85. One. CF for the purpose of considering employment, compensation, performance evaluations and financial, medical, social, or personal information would have if discussed in public, would have specifical adverse effect on the person's reputation for the campus administrator's. Um, topic Aye To ajo. Okay. Second. All right. All in favor say aye. Aye. Opposed? All right. We're adjourned.