March 18, 2026 FPS School Board Meeting

001Good evening everyone. Welcome to the Franklin Board of Education meeting for March 18th, 2026. The meeting has been properly posted. Can we have a roll call, please? >> Yes, I'm here. Dr. Khan >> here. >> Mrs. Larson >> here. >> Mr. Sprag here, >> Mrs. >> here. >> Mrs. Yang >> here. Mrs. Wakowski here. We're all present. >> Thank you. We stand for the pledge of allegiance, please. I aliance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Uh Dr. Bennon is not with us this evening. She is, we're honored to have her at a concert for fall tricks in Seattle where she's presenting the information about uh um >> coherence plan metrics. >> Yeah,

002coherence plan metrics um with uh with the with the data guy with Mark >> Mark the data guy. >> That's his name. >> Um >> yes, it is. >> Um I'm looking for a motion to approve the agenda. So moved. Second. >> Motion was made by Mrs. Wakowski, seconded by Mrs. Seperski. All in favor? I >> I opposed. Motion carries. Thank you. Countrydale Elementary School presentation. Dr. Bear, please. >> Sure. >> Hi. Tonight I'm pleased to welcome Jan Nickel and her team and students and parents from Countrydale School. Principal Nicl will be sharing information on a program she piloted last year and grew this year on carving out dedicated time to meet individual student needs as informed by thoughtful data analysis by people such as the data guy. We'll hear echoes of themes that have

003been shared by other schools at previous presentations and I was particularly interested to identify similarities and unique aspects to the Country Dale Cougars Cougars. This is Nickel. So, we're going to need our students to come up and grab a chair. And then, is it okay if we move some chairs up for staff members that wanted to attend? >> You want to stay there? You want me You guys, >> you're welcome. >> Feel free to come on up behind and take pictures. >> Better to get take pictures of their faces. >> Oh, you're so far away. All right. I get so excited for them to present. Um, all right. So, I'll wait for our introduction. Okay. We want to talk about our goals for the school year. uh they are extending from last year based on

004literacy. We saw that that was one of our largest needs with the school improvement team. So to read our goals to you, goal number one is achievement. By spring of 2026, 67% of K4 through fifth grade students composite score in ELA will be at or above the 60th percentile as measured by Ames Web and MAPS because our fifth graders take MAP, everybody else takes the Ames web. And this would be a 5% increase from what we saw in late spring and fall. And we thought that that would be achievable for us. Right now, we're halfway there with our winter data. Our we also have a growth goal, which is by spring of 2026, 100% of Countryale students who are identified as English learners and score below the 60th percentile in ELA will make more than

00565% growth. The average is 50% growth, but we want to close that gap a little bit more for those kids performing below the 60th percentile. So, it's 65% growth. So, how are we going to get there? Tier one instruction, strong tier one instruction with our new curriculum from last year, SAS. We do a lot of work in PD with that. Small group instruction is happening in their literacy block and we want to make sure that that is strong as well. But we want to focus on that wind time which stands for what I need. So some things we had to organize in order to make wind time effective. First was our scheduling. We took the summer to create teachers classroom schedules. So they would all have the same literacy block well per grade level. Those

006three sections would have the same literacy block. They're teaching the same thing at the same time. They have small groups happening at the same time. So they can be fluid and we can use our special education staff during that time as well because some students in special education have the same needs as students in regular education. We needed our educational assistants to be a part of this too. You won't see an educational assistant just sitting in a classroom next to a student. You'll see them leading groups for what kids need. Um then we had to go to groupings. >> Hi, I'm Lauren the instructional coach for um Countrydale and we work really hard on grouping students based on needs that they have during our professional learning communities that we meet meet weekly on different topics.

007Um we use our screener data like Mrs. Nichl said from our Ames and MAP scores as well as classroom assessments um as well as various diagnostic assessments in order to really drill down to exactly what students need um in instruction and what their next steps are so that we can be most effective with our time. Um like I said during those PLC times we have um both our cross categorical teachers and our general education teachers meeting during the school day in order to make sure that our groups are the most efficient as possible. And like Mrs. Nickel mentioned, um part of our scheduling was a was a big step in allowing that time to um happen for everyone to be available during the time. >> And then what are we going to use to help

008the students with their learning and progressing? Um we have to have systematic rigorous procedures and resources to use. So some examples are programs like sound partners, sips, UFly and then our curriculum that we use at tier one has uh resources available which is called SAVIS and what they have to offer. So we're taking full advantage of all of those things. Um the last part, the fourth part listed up here is our progress monitoring which is our ongoing assessment that happens weekly based on a specific skill um that students are working towards so that we can measure that their growth and their rate of growth. Um is is moving at a pace that we would expect with the particular level of instruction that we're using. Um also as mentioned was next path earlier that Mr. Gretzky

009and Dr. Bennon are attending this week. We use NextPath during our MLSS meetings that happen at the six and 12 week mark of instruction through three different cycles across the year um in order to make adjustments to our instruction into particular groupings um as needed based on student needs. >> All right, there are a few pictures to show what it may look like from kindergarten and that is up to third grade there. I know Dr. Beer, you came in and you saw those groups happening. We use every space in that building. Um and and in the conference room we had MLSS going on too talking about the data. All right. There's a few more fifth grade, first grade, second grade. And those are be kids from different classrooms too with that one teacher based upon

010their needs. So if you have all these pieces in the right place, all the people, all the resources, then we see growth, right? And we have Huta, Weston, and Oliver and Leilani here to share their stories and experience with Wind Time. Unfortunately, Huta was unable to show up, but a little bit of his story that he wanted to share was that he is in fourth grade. He came the last day of second grade. So, we've had him for third grade and most of fourth grade now. And he said he knew two words when he came. He's an English learner. Yes and no. Okay. And if you look at his data now from last winter to this winter, that is showing his growth on his standardized testing, which he's very proud of. He said he is

011bilingual now and he can use any word in both in two languages. So, we're very proud of him. And he wanted me to show all of our students that are progress monitored have a data folder and they do a one minute oral fluency read to track their progress. So this is the kids owning their learning and tracking. So then, you know, scores go up and down, good and bad days, but now he's continuing to move up. So he's very proud of his work. Okay. And then we have Weston, who's going to share a little bit of his story. >> Last year, I didn't feel like I was a very fluent reader, but then I started reading with Miss Wait, and this year I started doing um small groups with Miss I. And now I feel

012like I'm a very fluent reader. >> Look at my data. >> All right. And then we have Oliver who's also a fourth grade student. Also, when I was in third grade, I did reading Miss with Miss Wait, and I got better and better at that. And then this year, I started doing small groups with Miss I. And we did reading and fluency and comprehension. And do you want to know what fluency and comprehension means? >> Yeah. Fluency is reading smoothly and with expression and comprehension is reading a story and understanding and answering questions about it. >> What about your data? >> Look at my data. >> They know what it means. >> All right. And then lastly, we have Leilani who is part of our special education program. I am working in on sips. Let

013me show you. It looks like rock walk rock. >> So this part that Leilani demonstrated was one of the strategies that are that is being taught during SIP. So, it really focuses on um really just breaking down like those phmic sounds and it's been helping a lot with her decoding and fluency skills. >> This is what my data looks like. >> Do you have any questions for >> them? So, there is Leilani's data too. Hers looks a little different because that's still measuring in map what she's been using for a few years now. And um it goes up and down, but you can see that upward trend since we've been starting this intervention time as well. Uh that was Miss Kamalian, special education teacher who does win time with Leilani and other students. Okay. And

014then before Leilani's line, we do have some staff members. I thought we'd give them a couple minutes to share their experience and how they're feeling about wind time and the interventions we use. And introduce yourself if you're going to share. Um, I'm Paige Aliki, a fifth grade teacher at Country Veil. And I think Mrs. Nickel touched base on this a little bit, but one of the key pieces is that we flexibly group students amongst classrooms. So, as I'm working with an intervention group myself, um, other students in my classroom are meeting with other adults, working on fluency reading, um, different literacy skills, and even enrichment opportunities as well. So, I just think it's been a very successful time of day where all students are getting exactly what they need. >> Hi, my name is Michaela

015Glinsky. I'm an educational assistant. Um, it's been really fun seeing this different transition. Um, as from last year to this year. Um, before it was more we were standing in the back waiting for something to happen or working one-on-one. And now we can walk in and be able to work in these small group moments. Um, it's really special developing these relationships with the different students like Oliver. Um, and seeing the different winds that they have. Um, I always like to find those little light bulb moments to when we're working together and it you really get to see it during these moments and be able to collaborate with all of these. >> I'm Judy, fourth grade teacher. These two are my students this year. I think it's I love the whole big team effort from the

016district providing the resource to Jan has knowledge and a plan to the kids who are willing to learn and grow and excited about learning and growing to the classroom teachers working with the EAS working with the um crosscat teachers working with the speech teachers and the e teachers. We're all working together to promote student growth that couldn't be done without building students. Yeah. And it really is it at Countrydale they are our students. The kids are moving back and forth with different teachers, different rooms, and we're all taking ownership and sharing and communicating and discussing how the kids are growing and what we need to do next. So, it's been a really great experience and we'll continue doing it until we have our goal of 100% above grade at or above grade level. Yeah. Leilani,

017ready? Do you have any questions for everyone? >> Anybody have any questions? >> So, it is every day also, right? Every day. >> Every day. >> I want to thank you all for sharing your data and being brave enough you get up and speak in front of us. I'm very impressed with all of you and have a good baseball practice. It's great to see how proud you all are >> of your progress and we are too. >> Anybody else? >> All right. Um, >> guys, come get a picture, please. >> Can y'all see it in front of this? Yeah, mine is the same. Dr. Dr. Beer has something for you. >> Thank you for taking your friends. >> I wonder if graduate. >> All right, as this is happening, we'll move on to community comment.

018I'll go through the preamble. Participants under this Participants under this agenda item must be residents of Franklin Public School District or parents, guardians of Franklin Public School District students must state for the record their full name and address and must limit their statements to three minutes with a maximum of 15 minutes for any and all comment. The community comment is related to an agenda item. The board may respond to that comment either at the end of the community comment se session or during the discussion of that agenda item. The board may not discuss a comment or question that does not relate to an agenda item. And I have one person signed up, Mary Carol, would please. >> Hi, Mary Carol 8208 West Coventry Drive. Uh, I just have one quick question. I was reading through

019the updates to the employee handbook and uh I was noting the new board policy if applicable part and so many of the um the changes that in green that were noted and connected to a policy the policies don't show up online and so I didn't know whether or not there's another section on the website where I can reach th those policies or if they haven't been published or approved yet. I I I don't know. But I checked a lot of these and the numbers don't even exist. So they must be new it must be a new policy or an updated policy. So I just >> Yeah. So we are talking about this tonight so I can comment for you. Um the um the policies are all being the policies have been um updated throughout the

020year. Um and they will go into effect um July uh 1st. Um and so they have been approved. >> Um we are under the current policies now. Um but they are not on the website because we can't have two sets of policies on the website. >> Okay. >> Um or on board docs. Um >> I'm not We have approved them. Correct. >> So they are somewhere. >> I mean they've all been in I'm sorry. >> Yeah. No, they they've all been approved and they are they are in the system where we can see them >> and they were included in board packets when they went up for approval. >> Yeah. And they've been and they've been in board packets. So they >> and the handbooks for next year. So the policies and the hand was

021a really loud microphone. policies and handbook will match. >> Okay. >> When they all start together. >> Okay. >> So, policies have all come through. Now, handbook comes through connected. Um our student handbook will student kid and family handbook will be redone with the new policies >> and that'll show up on online then under the board policies. >> We'll use the new handbook for back to school online check-in for instance. New teachers for next year will use the >> that handbook that we're looking at approving because it'll match the new policies after July one. Okay. All right. Well, just I I I that's kind of what I assumed. I just wanted to verify. And as long as I'm talking about updates, I wish we would update the um the uh school staff links because there

022are a lot of people that are listed under various schools that no longer teach here or work here. And this is an ongoing thing. So, I don't know who does the updating, but um you know, sometimes if I have to find some the name of someone, they're either not at the school where they're listed or they're not working here anymore. So, it's just Thank you. >> Thank you. >> Miss Lancer is shaking her head. >> Yes. >> All right. Does anybody else care to comment? All right. Uh, I'm looking for a motion to approve the consent agenda. >> So moved. Second. I would like to pull two items. >> Uh, item number D and E. >> Okay. >> Yes. >> All right. So motion was made by um uh Mrs. Doc Mrs. Larson, seconded by

023Mrs. um with and um uh Mrs. This is Wakowski wants two items both D and E um which we will do immediately um and uh so we will um vote on um we'll vote on the consent agenda minus those items all in favor >> I opposed >> and motion carries. Uh all right um item D. What what what are your >> Are we going to make motion to approve that? I move that we approve the summer fall 2026 early college credit and start college now request approval. >> Second. >> And now as far as discussion I the reason I pulled it is because and I I am for you putting this into the consent agenda. However, I want the information before I show before I get I see it's here now but in the future

024we need to see the information before we can. So with that um And I also am looking at this chart and I see there's there's no identification where these lines are. I'm guessing the first line is requested. >> That's what's noted underneath on the bar graph. Request approvals taken and successfully completed. >> Well, they're not in the table. Okay. And um it seems like an awful lot of uh courses identified for is it five students? Am I correct? There's like five students that are requesting >> 26 students. How many >> is that what you're talking you're talking about this list? >> Yeah. >> 26 students. >> 26 >> at the top 26. >> Oh, you're looking at somewhere. Yep. >> Okay. All right. So with that I am we can vote. >> Does anybody else

025have any comments or questions? >> I think we did get this information before the meeting. It was sent in an email the other day. >> It was sent yesterday for clarification. >> It was after. >> Thank you. Anybody else have any comments question? All right. Um, we we have to >> No, we made the motion. >> Okay. Thank you. >> Um, all in favor? >> I opposed. >> Motion carries. >> Uh, thank you. Student fees. >> I move that we approve the student fee schedule as presented. >> Second. >> Right. Motion was made by Dr. Beer, seconded by Mrs. Yang. Um further discussion. >> Yes. Um I have three items. Um first item would be that the the whatever the document is called does not identify the um early childhood fees in the chart. Uh

026what are we we not can we recognize that? >> What what early childhood fees? If you look on the website, we do have an early childhood. >> There's no, we we're not putting in a change for that. So, there's no update to it at this time. >> Can we at least include in the chart and say there's no change? >> You can add anything you'd like to the motion. >> Okay. I would like to at least include that so we're clear that there's no change. And what is the current fee >> offhand? I don't know because we're not I was not planning on discussing early childhood till you mentioned it 30 seconds ago. >> Okay. >> Um and then the other thing is I believe the uh you have eliminated the change in the middle

027school family max. Um so this is a a change to this form since the board discussed it last. Um are there changes that you made that I may have missed. >> There are not. And all of these were discussed via email back and forth that all of you were included on >> and I guess that email exchange is not at the board table. So that's why I'm bringing it here. So all clear. >> Yep. >> It's not really appropriate to be making those decisions through email. >> It's why we BCC everybody so they cannot respond to the whole group. So yes, the only is maintaining readjusting middle school athletics to max of 150 and maintain or middle school athletics and activities and maintaining that at 150. >> I guess my point would be it's not

028real transparent to the public if we're doing this by >> they're all able to see the board report and the recommendation on there which does not include middle school >> but it was on the previous >> correct. >> Okay. But it is updated. The new board report today does not have that in it. >> So I'd have to know and compare that in order to recognize that >> because as a public what's your next question, please. >> The next item is I I do not believe we should be approving future fee increases at this time. It binds future boards to it's just not the practice of board business to approving items into the future. So, I would be opposed to including that. I would make an amendment to exclude the future increases. Somebody wants to

029second that. >> I I just don't think it's appropriate. >> I I will I will second your uh What is your motion, please? >> To remove any future increases identified in this report. >> I will second. I think we can um we should um do that. Let let a future board do that at the time that it's proposed which is in this report or year 2930. So this is >> 26 a lot can change people may not be here so it's not appropriate. I second here. >> Can we vote then or are we ready to vote on the amendment? >> Does anybody else have questions, comments? >> All right. Um, so can we vote on the amended motion, please? >> We have to vote whether include the amendment, >> right? >> Yes. >> Correct. So,

030there's a motion to amend the the motion to strike future fee increases. We have to vote whether we're going to accept, >> right? That's what I think. >> A yes will remove them from the schedule. We remove the increase. A yes will remove the future. >> Correct. Yes. To your >> to your amendment. We're voting on the amendment. Yes. Thank you. All in favor the amendment >> I opposed. >> I vote no. >> All right. Motion carries to approve the amendment. Uh now we will vote on the original motion. All in favor? >> I I opposed. >> Motion carries. Thank you. All right, we will move on to uh schoolboard calendar uh regular board of education meeting Wednesday, April 15th at the ECC at 6. Uh pre-board of education meeting open house Wednesday, April 29th,

0312026 at the ECC at 5:30 and the board meeting will follow at 6. uh and board meeting uh on May 13th at the ECC at 6 and the FPS uh business partner breakfast Tuesday May 19th 2026 at Ascension Hospital in Franklin and I believe that's 7:30. >> Yes, >> thank you. And uh FHS honors night Wednesday May 20th 2026 at the FHS and that is at 6:30 I believe, but check your calendars and we'll mention them again in the future. Uh, all right. Update from the district administrator, Dr. Mo, please. >> Thank you. That's me standing in. Um, and as most of you are aware, last Wednesday we had two events in one day at the new CIRC community room. So in the morning we hosted the South Suburban Chamber of Commerce about 100 people

032breakfast networking event and in the afternoon or evening we had key communicators and we met to hear updates from around the district. The feedback was very good from key communicators about liking the rec space. So we were happy for that. Um very grateful to share and I thought I saw Matt. There he is. Very grateful to share this venue with the recck department and seeing what larger events can look like there. So last week was our first chance at that. Um beginning this Thursday. So, tomorrow and running through the weekend is Franklin High School's Saber Theater production of Chicago Teen Edition. The show brings the energy and the glamour of the 1920s to the stage with a talented student cast. The family-friendly production, features iconic songs, and invites audiences to join by dressing in their

033best roaring 20s attire. You can get tickets online. Um, this Friday is a no school day, professional development day for staff. Um, one thing of note is I think we shared here last time about the Ability Center coming to um, Pleasant View Elementary. They are coming to do a similar um, kind of event for staff using the Forest Park gym. So, we're pretty excited about that. Um, spring break happens at the conclusion of next week, Friday, March or two weeks, Friday, March 27th, and we will welcome students back on Monday, April 6th. In early March, nearly 300 Franklin High School students attended the youth trades hands-on hiring event. Um, we had 65 organizations representing careers in trades, manufacturing, and automotive. This event provided valuable opportunities for students to explore career pathways, including youth apprenticeships, and

034future employment. Six of our top spellers in grades five through eight competed at the regional spelling bee that was held on March 3rd. Forest Park seventh grader Sanvi won the championship and sixth grader Jameson earned second place among 32 competitors. Both of those students Sanvi and Jameson will advance to Madison the state spelling be this Saturday in Madison. It's pretty exciting. Franklin High School has been sharing lots of accolades through their newsletter or on social media. So a quick summary. Um at the end of February we had three members of the dive team complete at state. Franklin Mosquiggo gymnastics team recently finished at the WIAA state meet runnerup posting a season high score of 143.35. The culinary management team at the high school won the state stamp state championship at the ProStart Invitational with their

035concept of chicken atlas and will advanced to nationals in Baltimore this April. The culinary team also delivered an impressive performance, showcasing exceptional skill and teamwork in preparing a threecourse meal under pressure. So that was the task. Um the Franklin High School cheer team finished as the state champs for co-ed game day and third place for co-ed traditional routine. So congratulations to them. Thank you. >> Thank you. Uh all right, we will move on to school board leaison reports. Anybody have views on reports, please? >> Today I went to Ben Franklin and watched the uh student council get optimist uh get recognized by the optimist club and get get certificates. So that's my school. Um and then I've spent feel like I've spent a lot of time the liazison for the community ed and wreck and

036I feel like I've spent a lot of time there various activities. So went to a valition meeting um I guess not really as a board member you know um but I was there seen Mr. Gomez a lot. >> Thank you. Anybody else? >> All right. Our school community engagement reports. >> I will say that it was at the uh the resource fair as not as a board member but with my organization and it was really good to see how many people came through. I know they weren't all Franklin residents, but just to recognize how the needs of people who are in a caregiving role is is amazing. And um sometimes I think we probably talk a lot about, you know, being independent, but interdependence, I think, is something we need to be aware of, too.

037people need help and we need each other to kind of make um make a place for all these adults that are that live with us and you know all around us there are caregivers everywhere and sometimes we just don't see so this fair was kind >> people I went to the the fair as well and of course just start conversations randomly with people and everyone with whom I spoke were so impressed that Franklin puts this on Um, so I don't know if other communities do this, but um, people were just very happy to have all this information in one in one place, like Linda said, for for caregivers, of of adults, for education opportunities. Um, the list goes on and on. So, it's it's really a wonderful reflection on Franklin. I think >> I think

038it worked better in the cafeteria. Just seemed to be agreed. >> Yes. >> Worked better in the cafeteria. The flow is better in there, I think. >> All right. Uh, anybody else? Thank you, Mr. ECman at all. Resource fair. Um, that's your department. Uh, all right. We'll move on to reports, presentation, presentations, and other board business employee handbook. Miss Lancour, please. Good evening everybody. >> Good evening. >> Um, so I know that uh this particular handbook in comparison to other years was a pretty big undertaking in terms of review. So I appreciate your patience and the time that you took to go through that. Um, so I want to just make a couple of comments before I open it up to questions just to kind of reiterate the real purpose of it. Obviously, um, this

039one just had a bigger undertaking than others in the past because the goal was to align them to the new NEOA policies that the board approved effective for July 1st. So, as Dr. Mo mentioned, this handbook would not be effective until July 1st. Um, it really was to align the language. A couple of other things I'd like to mention is that this the policies were really the focus. There were no changes or alterations made to like employee benefits or pay or positions or things like that. that. So, I just want to make that clear for our staff. Um, when they receive the handbook, I'll be sure to include the crosswalk and things like that so they have a really clear understanding of all the changes that were made and feel comfort comfortable when they do

040do their sign off in this um summer for the next year. So, I'm happy to answer any questions that you might have about the new handbook. Yeah, >> I'm just wondering in light of Mary's question, would it be possible to sort of batch together somewhere all of the new policies that we have been approved and make them somehow available because they have been part of our board agendas. So, they are available to the public. These have to kind of work for them or would that be too confusing? >> Available publicly. You're asking. >> Yeah. Like if somebody like Mary wanted to I could inquire with Richard if they have that. Like I'm sure it's a common question. >> Yeah, >> we have them to your point accessible, but I'll ask Richard. >> Some kind of

041draft or pending status. >> I just know it's a very big deal that you cannot have two sets of policies at one time that he's very firm that only. So I don't know if what that means in terms of available. So maybe the the next best thing would be to say board meetings dated X, Y, and Z were the meetings at which they were approved. At least go to them there. >> Is it I know that we can see them on board docs. Is that because we have different access. >> Okay. I was going to say you can pick which section >> the nonpublic side of board docs. >> Oh, they But were they included in our board meeting? >> Yeah, they are. But just to your point, it's very tedious to go through each

042And they are clearly labeled on here as effective 71 2026. So >> link though to an area that they still think I'm not sure even if that wasn't the agenda they still get to it wouldn't >> if they're posted publicly for the meeting there should I think it would just be tedious. I will ask Richard and get back to you. I don't know the answer to that how what people have done in the past in this interim time. >> Also, you're still working on the administrative >> correct. So, there'll be no guidelines yet. >> So, the guidelines are finished the policies. >> So, is this now are we also tied to Niola then to update our handbook? They in fact are now updating our hand. Yeah, they provide updates every year um based on the

043policies and the way that they changes change them and as long as the board adapts the changes that are made to those policies, we'll then incorporate those into the handbook as well. They provide one on a yearly basis. >> So, is that another service that we're accessing or >> Yeah, that's a part of the service with the board policies. Yep. Um, it seems, can you help me understand the different approach? Some of the areas of the board handbook seem to have grown in breath and some seem to have shrunken and reference specifically policies. The one that stood out to me was the FMLA section. There's really nothing other than talk to Mrs. Lancor and then a reference to the policy. Can you help me understand what the logic was of what you were going what

044is included and what is referenced? Yeah, I think the Nola recommended just referencing the policy um because that I mean for the most part the law would not it would only be updates to the law that would ultimately ultimately update our policy. Um the other part being is that it was an effort to try and make our employee handbook a little bit shorter and more manageable for our staff members. Um traditionally it's been 150 200 pages. Um, so the goal was to try and kind of push that down a little bit with reference to applying more strength to our board policies versus the handbook. >> So employees can access >> Absolutely. Yes. >> the policies. >> Yes. Of course. >> Thank you. >> A couple more. >> Yeah, please. Please. >> I was just wondering

045about one place where we did remove something it seems like is in 3.0. and 4.01. Those have to do with hourly and staff and it's the part about they can expect regular evaluation that's just gone. Tell me more. >> So that was actually moved up to the top section. Yeah. So that language did not go away. Um it was just one of the efforts that I tried to do is in our current handbook there's sections for different employee types and it had a lot of the same repeated information. So in that effort to also condense the handbook. So that still exists. It was just moved up into the top section. >> I was pretty happy to do a one pass of everything, so I didn't go back. >> Oh, yeah. >> Please. >> 6.01. This

046is just a nerdy thing that I know because my kid is in dance. This has to do with volunteers and it says they'll abide by the WA rules. Cheer and dance are governed by a different state organized body called the WAC. That's all I got. >> Make that change. Thank you. Does anybody else have questions? >> All right. Um, how does everybody feel about putting this in the consent agenda for >> that? >> All right. Thank you. >> All right. Moving on to technology report. Uh, Miss Linsky, please. >> Hi, everyone. >> All right. So, you should have in front of you the technology report as well as an updated five-year plan. I'll just uh take a few minutes to highlight a few things that we've been working on this year and a couple things

047that uh we'll be looking forward to this summer and then open it up to questions. Um as always uh some of the big projects that we're working on um have been related to cyber security over the last few years as especially as it relates to as we've talked before some of those fishing attempts some of those um areas where things are getting compromised. Uh so a couple of things that we've been working on related to that um is better different segmentation of our network which basically what that means is if some a bad actor were happen to get into the network they can only get so far so segmenting it in different ways to kind of protect it so they don't have access to the whole thing just a segment of it if that makes

048sense. Uh so that's just one example but continuing to always look for ways to improve and to continue to kind of tighten those things up in addition to um educating our users. We've had a lot and maybe you have seen those in your district emails as well. A lot of fishing um attempts that look like they are from people inside the organization. So our users are getting pretty savvy of sending us things and saying, "Hey, this doesn't look right." We have the ability now to like pull those emails back. So which um hopefully prevents people from accidentally clicking on something as soon as we know that those are in existence. Um a second area that we've been working on is some streamlining of processes. uh took us a while, but we're super excited to and

049thanks to our HR and business office as well to streamline some processes related to creating and deactivating user accounts so that that is done in a more timely I guess manner um and create some efficiency for us to not have to be doing some of that manual entry piece. That took a lot um Miss Lor's team and u business services teams to clean up a little bit of our Skyward and getting that all kind of connected. So that's all connected together from a Skyward standpoint, but also uh doing the same thing with students. So, as soon as they get entered into P school, their accounts are created. As soon as they exit out, they're automatically shut off. So, that's been a great efficiency piece that uh we worked hard on this year, and it uh

050created some teamwork with some other departments to make that happen. And the last thing I'll just point out is um AI. If you haven't heard that, there's this thing out there called AI. Um, so we've been spending a lot of time, we have a team working together with some of our instructional coaches, myself, our library media specialists, and others throughout um, kind of building a plan around like what does that look like? Uh, this year we spent some time from a professional development lens. Uh, learning about AI just in terms of how it works, how data sets work, kind of the the logistics of AI in and of itself, as well as learning about how can we use it professionally to leverage some pieces. We heard some things about small groups tonight and some other

051pieces. So if there's some ways that we can create some efficiencies for teachers to leverage AI to uh be able differentiate some of those materials, those instructional pieces more effectively and efficiently to save them time so they can focus more time on working with kids. Uh looking to leverage it and professionally in some of those ways um as well as um learning to work about what does it uh what role does it play with students. And so uh we are excited this Friday we're going to be doing a showcase at our professional development day. We've had a team of about 30 teachers who have been piloting using AI with students very intentionally and they're going to share their experiences with um these are all sixth through 12th grade teachers. Uh they will be sharing with

052the rest of the sixth through 12th grade teachers their experience and some of the things that they've done. Some of those examples include things like creating a professional chatbot in science. So but there so they give it a characteristic. So these are your characteristics and students were able to then ask the professional questions as if they were a medical professional or something else based on their science curriculum. Um in middle school they were diagnosing like diseases based on the questions based on their uh some specific science examples. So that's just one one area. Uh there's lots of opportunities to create different visuals and pieces uh related to um workflows and such um some feedback mechanisms and some of that. So, we're super excited to share that out. Um, and trying to be very intentional. Uh,

053we want to make sure that there isn't any cognitive off of that students are still thinking for themselves and that, um, the writing is still their own and all those pieces. Um, but definitely an opportunity as well to leverage some of those, um, tools that are out there that we can use for education. So, uh, we will continue that work. Um this year there's been many most of our groups have had some level of basic training around AI. Um but the 612 group is where we've been spending most of our focus for this current school year. And the last thing I'll just point out is the technology plan piece. Uh the plan really hasn't changed because you approved it last year. What did change is the last column of the capital improvement plan. So taking

054off this current 2526 fiscal year and adding on a 2030 2031 projected year in terms of uh upcoming projects as it relates to uh capital purchases of hardware and replacement cycle. >> Any questions? >> Mary, >> I've gotten a couple of like emails and maybe even a text that purports to be from Mike and it's not. Do I need to let you know that? >> Yeah, generally not. I would just suggest you mark it as fishing and then assum assuming you haven't clicked on anything. So if you click on a link and put in your credentials, that's a different then yeah, we would want to know about that. But >> there's no links. It's just like, hey, I need to talk to you and then it just so I don't know. Is that fishing? >>

055That is fishing. Oh yeah. >> Y just give me how many staff pull this all together? How many staff do you have? >> Say that again. >> How many staff work with you to make this all happen? on my team. So, I have four I technical support teams. I have one instructional coach, a technology coach, uh a full-time district library media specialist, and then we have um aids in the library who also do some support related to some of the technology pieces as well. >> But four tech tech guys in the back room servers running. >> Yes. For four of those kind of people. Yes. >> That's amazing. >> Um I have a question on the the plan, >> please. So um I see we have some identified as 146 some items not. What happens

056to the items not? There's some fairly large amounts,000 for wireless. Where does that money come from? >> Yeah, that is u corrected the wireless will come out of fund 46 and >> Yep. So our capital items will move to fund 46 just like we do with capital improvements just like we've done uh moved with the tech uh sorry textbooks or textbook adoptions. So we purchase them so we don't have to worry about the June 30th cut off. So we transfer those dollars into the year in at the beginning of the year purchases are made out of there so we don't have to worry again about a fiscal year potential issue of items arriving before they we need them um or after the deadline and now we have to push it into a new fiscal year.

057So the chart shows some already tagged as 146. Yep. >> So they got their >> I will need to update that. Those are missing some tags. >> So wireless will be fun 46. The staff devices will be fun 46. >> Okay. So there's not correct. >> I'll make a note of that to make those changes before approval for next week. >> And then the other items, smaller items at uh some other source. >> Yep. 10. So Lann's budget, she splits um roughly one and a half million in any given year. I'd say the vast majority of that approximately like a million dollars is moved into fund 146. That's just the larger pieces that we buy in bulk wireless big sets of computers. And then she has an operating budget which does pay for some systems,

058pays for like uh repair items. So the smaller things that we're using to repair Chromebooks or teachers computers are the myriad of items that are stored in the back and the amount of power cords and things we go through like all come out of general operating in fund 10 but big capital type purchases come out of 46 >> and I it's you know it's not an even funding year. How do you handle the up and downs? It can be pretty significant. >> Yep. So right now it's working with Lannips on the radar. So, as we start approaching some of those years, um, one is like, is it absolutely necessary this year? Can we get another year out of it? Sometimes the answer is going to be, yep, we can maybe get another year out of

059it. Sometimes it's no, we have to do that. So, the fact that she puts it in a five-year plan allows us to start thinking about it now so that we can account for some of those. Um, we do have um a fun 46 fund balance, so it's possible that that solves a particular year. Um, lucky with Lann is most of her items while there's a cycle, they do not show up every year. So, we have some time to build some capital over the course of the year. Um, even last year, Lanne unders spent in fund 46. So, she was able to buy some things less than what was budgeted for. So, we're also continuing to hold those dollars in fund 46 as a technology savings account, so to speak. um so that she has funds

060in available or in upcoming years should those blips should we not be able to solve those blips um through some other method >> but these are segregated funds in 46 is that correct? >> Yep. Yeah. We use a location to determine the funds. >> I'm not sure that >> so it's one of the code one of the components of a woofer code. So 807 is Lann's technology. So anything listed at 807 tells us the technology regardless of the fund. So very easy to transfer dollars in under 807 so we know which are Lann's and to expend out of 807 so we know which are her expenses and then the net just gets carried over or we we carry the net internally. For us it sits in a fund 46 general fund balance but we carry

061that. Is it important past um past the next year to know what's going to be in fund 46 for us for the board to know what's going to be important fund 46? >> I I think the major thing for you to know is what are the things that are upcoming the the bucket is the bucket. Um so to know what things are upcoming is our technology infrastructure going to be strong I think as we move towards um all of the digital platforms one that our textbooks two testing is all done digitally do we have all the support needed to do that so that we're not running into hiccups on a daily basis for students and staff. I think that to me that would be the biggest thing. Um and then the five-year plan outlines like

062when do we have replacement cycles because we know computers don't last forever. We know Chromebooks don't last forever. So, when do we have those on the cycle? Um, and seeing that change update yearly, kind of like Andy Daniels does with the CIP, like what items are coming off, what's moving on, so that we're aware that someone's taking care of it. And making sure that those things are ready to go, I think, is probably the biggest thing of the five-year plan, not the dollars. >> The dollars are important, but not necessarily the bucket that they're spent out of because that fund is just transferred from fund 10 to 46. Anyway, what I'm suggesting is perhaps we take the fun 46 notation off of that >> so that for our for this for the thing that we're

063approve approving. >> Sure. So that because we may be tied to that. >> Fair. >> Well, I think we do want they are segregated in fund 46. So there's control on those funds. So she retains that. If you just if you don't have that on there, then there's no basis for segregating it. That's how that's how we segregate it by putting the tag on there. So, I think it is important to put the tag on because that fun 46 has a lot of other stuff in there. That's going to happen either way whether the board approves it with a fun 146 tag in there because that's how we are operating it so that we make sure that Lann has her dollars that we're not she she can be a great steward of dollars but we

064know that technology has large blips simply because things do change they become more expensive or they become less expensive or all of a sudden you need new wireless because the world changed what wireless looks like right I have no idea what that's going to look like in five years but the world could entirely change that and we have to come up and figure out how to do that so we do segregate to make sure that we do have those funds available for LUA. >> I think as long as it's not putting you in a position of having a lack of flexibility, I would agree that we should just keep the tag there for our information. >> No, either way is like doesn't matter to me. It doesn't matter. More information is probably better than >>

065um so you said that you do you know move this into fund 46 as her money. What if she needs more? Do you how do you go outside that tag and get more money then? >> Yep. So the question is why do we need more first of all? Um and then we have to determine like do we need more now? because there are some times where like if a server goes down today gets fried for whatever reason like we need to figure out a server. Um so one we take a look at Lann's budget like if we today is March 18th how much have you expended here today do you need all of those funds so we might be able to say nope we're going to procure some of the funds that you have and

066we're just going to budget them or take what they were budgeted for and we're going to move it over to new pot A. Um, most likely if we're talking a server, those are expensive. Like we're probably diving into fund 46. Very similar to we would be if a rooftop unit on this building went right now. Andy Daniels needs a rooftop unit because it has to have one to operate. We're probably going to fund 46 and that's part of why we build that over a period of time is so we have those emergency funds if we do need them. Um, ideally we have enough backups on a server so it shouldn't fry. But again, anything technology again airtop or air rooftop unit server like that can go at any moment for any given reason of anything

067that happens. So we do have those funds built up in fund 46. So you see those fund balances when we do larger budget presentations. Um and we carry that for that particular reason because those things do happen. >> I have a question >> please with the fishing email. Of course like the board members and the principal emails can be seen on the website itself. How is there a way that we protect the students email addresses so that they don't get fishing emails because even I get fooled sometimes you know email you know you know I think it's a genuine email and I click on that but happens to be like you know a fishing email and the kids are more innocent to that. So, is there a way we protect daily mail addresses for public

068and officials? >> Yeah, good question. Uh, I would say generally speaking, we don't see as much of it in the student email because it's not publicly out there and students aren't emailing outside of the system very often. So, their email addresses just in general aren't as publicly available, if that makes sense. um middle and elementary school we currently have closed so that they can't email inside or outside of the district except for approved um domains that allow that incoming and externally happening. Uh we do do some a little bit of education with our high school kiddos as well um with those things and we actually they have they do report things if they do see things. So, um, but when we see these fishing emails that we see coming into the adults and we're like

069pulling back, as I mentioned, those emails, we're not seeing it coming in to the students, um, side of it in the same volume, if you will, um, as we see with staff. So, I would say at this point it's been pretty minimal, but definitely something we continue to monitor and watch and, uh, continue to educate. >> Thank you. I think that's I just wanted to understand we have a policy and a framework to protect the kids, you know. Kids are more naive and if I can be fooled. >> You can be fooled anyway. >> Kids don't check email that often anyway. >> All right. Further questions. >> Please, mayor. >> So, with the the referendum, are we envisioning like more uh need for cabling and fiber and backup and everything? And is that included in

070the the referendum funds? >> Yes. So that'll come part of the referendum funds and I've been working closely with the construction architectural team. So we are defining what that looks like and where that'll fit in as that relates to that. So um even as we look at replacing Wi-Fi this summer making sure that that's going to be sustainable until the project is done so that we can have consistent u consistency with the new space as well as the existing spaces. So then also um just seeing all these devices that we have is that the cost the unit cost going down going up what are we what are you seeing for the future for >> yes >> what kind of devices we're going to be hearing around >> well actually that's an interesting question because um

071Chromebook prices went up 20% in the last nine months and it has to do with shortage of processor speeds as it relates to all the AI systems being built up all the AI companies have bought up all of the hardware the components um causing uh shortage and so unfortunately we're seeing it go up and it probably will for the next two or three years. >> We're sticking with that device but that >> we're sticking with that device. There's no other >> it doesn't matter which device because it's the internal components that everybody needs. Everybody needs a processor. Everybody needs memory. And so it's those are the components that we're seeing the increase in costs on. Anyone else? All right. Thank you very much. Uh we'll move on to adaptive sports league. Uh Miss Bombian and

072Mr. Aman, please. >> Sure. >> Good evening. Good to see everybody. Um, we are I'm going to share something with Jess and then we'll get started. >> Okay, that should be coming your way. Y >> so we're excited to be here to talk about um an opportunity for Franklin Public Schools to join an adaptive sports league. Um we think it's a good idea and we're hoping that you'll be receptive. Um what we'll do here is I'll talk about a little bit of the why behind the idea and the opportunity and um then I'll ask Janine to share a little bit of the details in terms of what it would look like and what has to happen in order to to join and to pull it off and for it to be successful for our students.

073So, um, joining the adaptive sports league is a opportunity, um, for the next school year, um, for the 26 27th school year. And, um, what the adaptive sports league is is it's a competitive sports league for uh, youth with disabilities who otherwise would not be able to participate in a competitive sport um, because of their disability or a safety related need. So, um, the, uh, league has gotten started in southeastern Wisconsin. There's a couple other areas in the state where this type of, uh, league has taken off. It's new to our part of the state. Um, so there are a few early adopters. We're one of the districts that's, uh, an early adopter. And um when we think about the district's mission to be part of a better community, um I just wanted to talk

074a little bit about what I think that means in the context of this opportunity. Um being part of a a better place to live and part of a better community uh means that we are providing opportunities for students with disabilities um to be included. And uh what we've heard from our families and our students is that means um inclusion not just in the academic program but in all aspects of the school community and experience. And um as you know we've been engaging with families and talking with families and listening and collecting their feedback. It's been consistent that this is something that our youth want. And um we're excited about it because this is new and this is a new way for us to uh offer experiences for our population of learners with disabilities. We also

075know that that's a big part of the high school experience. Um not just going to school and attending class, but being part of a club, being part of a team, and having an activity after school. Um, I know that many of us with high school age youth, that's a big part of life and that's a big part of their social life and what they're excited about for school. And, um, our kids with disabilities are looking for the same experience. So, um, this really provides an opportunity for our students with disabilities to compete in a competitive experience. Uh, I'll let Janine explain some details. So I I won't steal her presentation. It also offers them the opportunity to travel to other schools in the region and to represent their school and their community. Um so that's

076why when we think about our mission to be part of a better community, part of a better place to live, we think we should do this and we're hoping you'll be supportive. >> So I'll let Janine, she's done some work on the background and >> I guess Jess, you'll drive. >> Sure. So, um, like Leo said, our goal would be to roll out our fall season with fall sports starting, um, next school year. So, um, there's a fall, winter, and spring, um, component. So, indoor soccer for fall, um, bowling for winter, and then indoor baseball for spring. Um and so how the um current school districts have kind of structured and has been positively received by their participants and families would be um the first three weeks of the season um would be practices. So

077it's a six week total seasonish. Um there's only two current um districts right now utilizing it. So they're can only compete so many times at different the same school, right? So um with that they said sixish weeks um the first two weeks, three weeks sorry would be um practice. So working on that skill development, the concept of the rules of that sport specifically. Um each uh season has an adaptive sports um rule book. So the modifications are already identified for um the accessibility for the the participants. So it wouldn't be um indoor soccer doesn't have the same expectations as outdoor soccer for boys and girls. So there's an adaptive rule book. Um so practicing what that looks like. Then the last two weeks um currently would be a once a week competition. So a home

078game and an away game is currently what's happening. And so um what that would look like if we were that third school within that maybe it's the last three weeks of the school or of the season. Um one competition a week. Um then the participants have participation opportunity just like any other student. You can participate in all three seasons or you can participate in one. Um so again we would run it through the athletic department. They would register like any other athlete. Um it's a varsity letter sport. So I think I just had the high school basketball banquet last night with my son. like the banquet, the recognition, um getting fans in the stands to support their school team. That whole atmosphere of that um we would replicate for this league as well. So, um

079it wouldn't look any different um than what currently goes on in all of our other sports. So, I get goosebumps thinking about it because I'm just so excit so excited. I want to start it tomorrow. Um what important pieces would be a coach? We need hire coaches. Um and so, what does that look like? um same process as what a coach hiring looks like for any other sport, right? So, running through athletics, partnering with Cordell and his department um and supporting that. We've reached out to current staff um that support students um currently with disabilities to see if there's any interest um and so we're looking forward to hearing back from them. Um but a big component also of this league would be volunteers. So, um family volunteers or even staff or high school student

080volunteers um more hands the better. Um provides that cheering section if not a ton of attendees come to um watch and cheer on their team. So, we would follow any um guidelines as far as volunteering would need to be for the classroom. It would they would get their background check um all of those things. So, um, another piece would be figuring out location, um, facilities, um, is we'll we'll figure that out. We didn't want that to be the barrier of not offering this opportunity. We can get creative with that. Um, I think this also just stands out to have the extension of what is out in the community for students with disabilities kind of comes to a halt during the school year. And so yes, there's um special Olympics and such, but nothing that really

081ties you to your school. Um and I think too we talk about um at the sporting um meetings with Cordell, he talks about the more um engagement you are in extracurriculars, more engaged you are in the school setting. And so to follow suit with better place to learn, like students are going to be more engaged with their peers in that inclusive setting in the classroom as they see themselves as a participant in athletics as well. So, um, we have about eight families that are interested in learning more. So, we kind of just pulled our families. Um, and so by word of mouth, um, families have filled out the survey and are excited and are willing to volunteer as well. So, um, there's definitely an audience and a group of participants that are waiting to figure

082out when to sign up and how they um, what size jersey they need for that experience. But we're really excited to have this opportunity and looking forward to seeing what it brings to our students um and our community. >> So, I just want to add a few details to what Janine shared from the board report. We did put a cost estimate on the report. Uh that's an estimate at this point, but um we figured that would be something that the board would want to get a sense for what the cost would be. We don't see it as cost prohibitive. Uh we did work with Cordell so he's aware and he's on board and supportive of this effort. So uh that's the groundwork that's been laid with athletics and Janine mentioned yeah we do we do

083have some kids that are interested so we think we can have a team. >> Thank you. Questions anybody? >> Um that was actually one of my first questions is how many would you have to have to have a team? >> Hamilton was able to do it with six kids. >> Okay. So, we think we can add to the number of kids we've got, but um we think we can do it. >> And then is it it's a high school sport. Will that include the kids in the 18 to 21 program? Is there only? >> Yes, it includes 18 to 21 and it is for a varsity letter. Forgot to mention that. It might be in the report, but >> um and then in terms of volunteers, would that be like I know um I have

084experience with the little league with their challenger league where they have like a onetoone peer aid. Is that the type of volunteer you think you would be looking at with this or too soon to tell or >> I think it's too soon to tell. I think that's an option. It does really depend on the students that are participating and what that need presents itself for like a support for bowling might look very different than for soccer. And so I think we're open to just being able to have students participate and feel successful and engaged. So potentially >> I just wonder would your volunteers have to have knowledge of the sport or not? I'm just I'm I'm just thinking ahead to you know could you partner with Best Buddies or would you be partnering with the

085you know the other like the soccer students or the bowling students like how would you find those volunteers? So >> yeah I think um all of those I when I think about what um is in season we might not be able to have access to right boys soccer for that but I don't think that the knowledge of the sport will limit who can volunteer. I think it's really just the want to be able to volunteer and the coach um and staff would be able to help provide the guidance on what that looks like. Um and the students too, having that voice of advocacy as well. >> I think it's a great program. Thanks for putting it together. >> I think it was 6,000. Was that the number you put in here? I can't find a

086path. >> It's on the It's on the back >> back of the page or if you scroll down if it's electronic. I think it's >> close to the bottom there. Yep. 6,000 is what we estimated. >> So is that transportation? What >> referees? >> Yeah. >> Um >> they have refs referees and umpires. >> Yeah, we need a referee. Um we tried to itemize a few of the costs. Um there would be a athletic fee. It's I think half of what uh the the fee is. It's roughly half of the season. Um the uh coaching contract. So, we would need three coaching contracts. Um, transportation. Um, the facility space would also include bowling alley rentals. That might be the highest cost item on that list. Um, Janine mentioned facilities. By and large, we're hoping to

087use our facilities. Um, so there wouldn't be a cost there. Um, but uniforms and any other sports equipment purchases. Um, transportation we didn't think is a high cost item, but that is potentially a cost. Could probably use vans. Other districts are using vans um and having approved adults drive the vans for transportation. >> I think about too um like for basketball, each player has a bag and they have so that that's an initial cost um to upfront and then we return the bag at the end of the season. So, if we're looking at baseball, like, are we buying equipment for the students to carry back and forth? Maybe not. Um, but do we have anything that they would need for the entire season that they would like check out to themselves, too, is included in

088that cost? >> And um what's the lowest number you would have? I mean, would you partner with other districts to kind of get the numbers you need or we have other co-ed, you know, co-op type programs? We are open to that. We think we have enough kids in our community that would want to do it, but that's something we have to feel our way through and um we just don't know until we try it um to see what the enrollment will be um but we we want to take a chance and we think people are going to show up. >> We've reached out we just did an email blast to incoming 9th graders and then current students 91 12 and then in the 18 and beyond. we really haven't pushed it out there and we

089emailed more than eight families and I've got eight interested responses. So I feel like once we're confident and have a little bit more of information, families might feel a little bit more confident that their child could participate or want to learn more about it. Um so I'm excited to be able to open it up and share so that by word of mouth more families potentially have show interest as well. >> Just a wild question. WA has never thought about being more inclusive or >> I think that's a question for WIA. Um, >> interact with them in some way ask. >> We do have some students with IEPs who participate in, >> for lack of a better word, traditional current WIA sports. So, this is generally meant maybe for some kids who don't fit into that

090more traditional current model. So kids maybe with more, it's not just any kid with an IEP has to go right >> play in this adaptive sports league. We have a ton of kids with IEPs playing in our current sports. So this would be for kids who maybe for whatever reason or need don't feel comfortable participating or don't want to participate in the leagues as we that we know them now. If that helps try to say that in the most t but it's not like >> I know what you mean. >> Yeah. Every single kid now has to go playing though. We have plenty of kids already included. >> Anybody else have any questions? >> Please, Mary. >> Two super quick questions. Um, so are most of these going to be boy teams and girl teams

091or it's all co. Okay. And then is there any opport anything that's going to um need to be purchased that's a special adaptive equipment? Is there like a place, a clearing house, a a you know website or something? And we would have the funds for that too. that would be yeah again we don't know what depending on students and that can fluctuate year to year based on student need but I would think yes that estimated cost that would come from there as well and I would say we would utilize the current equipment we have in our buildings as well so if a student is already getting viad at and playing baseball right there could be some football like we can utilize the resources we have too >> the rules are also my understanding of the

092rules um I don't know that I could field questions on the rules, but my understanding of them is that they're structured to allow for participation. Um, for baseball, whether it's the ball being pitched or on a tea, for example, um though it allows those types of adaptations to the game for the purpose of >> the ball. Yeah. >> So, someone with a visual impairment might be modifications. >> Yep. >> Yeah. >> And who is the lead? >> Hamilton and Oak Creek. >> Yeah. Hamilton and Oak Creek. Uh there has been um some advocacy for more districts to join. Um so I know there are some other communities that are interested. I don't have any updates on the status of those communities, but I think there are similar conversations happening and possibly other board meetings where

093this is an agenda topic. Um, so we're hopeful that there will be more communities than uh the two. We're hoping to be number three and then hope to see it grow in the area. >> But there's an entity somewhere got to be >> there's an entity somewhere that's doing this or who's >> like who put together the adaptive sports league, >> right? And the rules and the >> Right. So there's a um the director in Hamilton, John Peterson, was the individual that reached out and offered this opportunity. According to John, it's in some other regions of the state and um I guess in our region, we selected bowling and some of the other regions have floor hockey as the winter sport. Um but it is a I guess it's a thing that's taking off or

094growing um as a I think as part of the kind of going back to the original why part of the interest in including people with disabilities is not just academically but in in all aspects of the school experience communities are exploring these types of opportunities. So, um, there is a group that's passionate about it. So, I think if you do some googling on adaptive sports, you might see some other Wisconsin areas that have embraced it and um, our effort I guess is parallel to that. Thank you. >> I personally think is that to make it a better place to learn for all our learners from different backgrounds. This is such a good initiative with a minimum cost of $6,000 which is you know very I think highly rated and highly recommended initiative for all our

095learners because we want to give the same platform to all our learners as such. >> I agree. I suspect it'll be folded into the athletic department budget at some point. Please, >> can I um would people be interested in putting this in the consent agenda for next week? >> Anybody have any further questions? >> Thank you. >> Yeah, thank you. >> Thank you. >> All right, we will move on to uh 4K wraparound care. Miss Pound, Mr. Gomez, please. Hello everyone. Um, Mr. Gomez and I are excited to bring to you information about a 4K wraparound child care program that the recreation department will be um, putting together for our Franklin families. It's a partnership between Wreck and Teaching and Learning that started towards the end of last school year with just some inquiry. Upon

096surveying our families, uh there we learned that there was a great need for uh child care options for families. Um whether it be five days a week or one day a week um varies varies per family, but that there is a heavy interest in there. So, um, Matt and his team did a lot of researching around that and, um, into what 4K wraparound programming would look like, how we could dovetail that with our current 4K half-day school program. Um, and what are districts also offering in terms of that type of programming for our families? um you have the board report um at your fingertips and so we would just like to open it up to questions. >> I'm just curious where in the literal and metaphorical sense the handoff happens from being the kids being

097in our care as a school district versus our care as the rec department. >> Sure. Literal handoff. So after so completing so I'll go through an example. So in the morning let's say they have 4K programming at um south of Glenn and then they would need wraparound in the afternoon. I think that's kind of what you're asking like what that would look like. So a parent would either would drop their child off at South of Glenn. Um they would have class with Miss Ruffing there. uh go through their school day and then at the end of the day child would enter um get onto the bus to go enter and go to Ben Franklin at which they'll have lunch um and uh play recess, right? Um and go on with their day there. Um and

098that would look if the family needed wraparound ca like or I'm sorry kids club I should use the right words kids club. So then they would start at kids club itself with Glenn, go to 4K programming with Miss Ruffing, enter get on a bus and then go in the afternoon to Ben Franklin to finish out wraparound care. Does that help kind of give it a little bit of context of what that looks like? >> So just literally the responsibility like for that child once they exit the bus and are in the more daycare type of a setting, >> it's the rec department. Correct. So really we as a district aren't going to be doing anything additional with the students other than delivering the bus to a program that's been being run by the wreck. Is

099that correct? >> Yes. They'll go into rec recreational programming which will like mirror the routines of of 4K programming in the morning or afternoon depending upon where they're at, but then they will go on their day in specific specifically with the recreation department and what that looks like. Is the cost per day is it similar to the industry standards of the daycare or is it subsidized or it's >> Yeah, we're right on. Uh over the part of the study, $40 was pretty much the average cost per day. So, we got it at 40. Um so, it's $40 a day. Again, if you attend five days, then it'll be, you know, $40. if you got at least 102. So it's about $800 a month if you would attend the five days. But yeah, $40 a day.

100Question. So in going through your scenario, the child's now in the recreation department in Franklin at the end of the day, but that day ends when? When does the parent require to pick them up from this wrapound? >> The actual timing, you mean? >> Right. Because is there also a need for an additional kids club at the end of that? >> Sure. I'll let Mr. Gomez talk a little further about that. >> Yeah. So it would depend on the need of the of the family. If they need before school care, which we would define as uh before 9:00. Um so that would be kids club and then if they need wraparound care, then after kids club at 9:00 they would go into the wraparound care program. And then if they're attending that 4pm 4K school-based

101program, then they would transition into that school uh based program. So if the parents need before care after care, we would still utilize that kids club as that full wraparound care for for the families that need the before and after still. So I what helped me is we're only moving kids once that like when I think about so in this example you could go to before school care at Southwood Glenn 4K at Southwood Glenn we transport you once in the middle of the day you go to PM wrap care wraparound care at Ben Franklin and then if you need to stay longer you would stay for PM kids club at Ben Franklin we're not taking you at the end of wrap care and taking you on a bus again back to Southwood Glenn And >>

102the same are you in the same space though when you're when that happens at the end of the day kids club. >> Sure. Are they transitioning to a different space at the end of the day? >> Is that >> correct? >> Yes. >> Yeah. >> So they different space again >> in the building. >> Yeah. >> I don't know how many parents would go for that that kind of >> different. So and there's room for room for 50. Is that correct? There's room for 100. >> 100. >> That'd be the max. We'll have two classes in the AM, two classes in the PM. So, 25 25. >> How many What's our total 4K potential? >> Uh, for the schoolside enrollment, uh, >> say approximately 200. >> For all all buildings, we only have 200 kids.

103How long are they in first grade? >> Off hand, I don't know. >> Okay. >> You have to remember they come from kindergarten. >> Right. Right. Right. >> And some kids don't go to 4K. >> Correct. We have a big jump from those kids. >> Currently we gain students at 5K >> and partially that is because we don't have options for families to choose from. So this would open up opportunities and doors in that in that realm. >> And um so are we changing any other bus um any other transportation? Can parents still utilize other daycare options after the 4K day? Can they be bus to a daycare center? >> No, that will be ending. >> That will be ending. So there is a change outside of >> correct. So put in and why were

104we making that change? >> We have asked well I can't speak to the longevity of that programming within the district. I'd ask maybe Mr. Cromy to talk about that. But in terms of having opportunities for families, this is right here within our district. So it keeps our our families and our students right here in Franklin. And we have to start somewhere. So we're starting up Ben Franklin. Our goal is to grow the programming. So we can't just expand to five. We don't know what like just like adaptive sports league and some of our other discussions earlier. We have to start somewhere. So we have chosen to start with having a site at Ben Franklin with the hopes to grow and expand as interest depending upon interest and we won't know what that looks like until

105registration opens up but we do have a predictor of that. >> So we've had this conversation along the way and most recently Dr. Dr. Mo and I had a conversation with a parent. Um, we have a certain number of buses with Rightway. In order to continue to bus outside of that and add students to our daycarees, um, we'd be looking at adding approximately four buses just for that afternoon route. Um, to get a bus on the road for four days or for four build four deliveries for our 176 school days is about $200,000. So, we've allocated our busing to back to us. Um, additionally, I will note, having done this in other school districts, we're the only one I know of in talking to other people where we actually provide the busing to daycarees. Typically,

106daycarees are providing their own service and picking up at schools and dropping off at schools, which by all means we would absolutely allow. So any of our um partners if they had that they are will work to coordinate where that would drop off pickup would be and coordinate that. Um but again our resources we have to allocate those what we have available. Um and as Amanda said we think we have the best program in town. Um and allocating our resources to the best program in town is where I think we should put our dollars. Can you confirm our legal obligation is to provide transportation to and from home, right? Correct. >> We have no legal obligation to >> Correct. >> And I think we currently do have some daycarees that provide. I I want to

107Does Kinder Kinderare? >> Yes. >> Some do. >> Yes. Some do. >> And some do not. >> Sure. I think it also enables our working parents to be more enthusiastic and be open about enrolling the kids in the 4K program. It also helps in the longity of the kids itself from the education perspective. You know, giving them a structured program because I think no daycare can replicate u the programs which a school district which has experience in dealing with the kids day in day out you know can so I think the school district has the best platform to give that educational environment for the kids. So I think you know um in my opinion it's it's a very good incentive for the parents and also an opportunity for the parents to enroll and it's helping

108them continue their professional careers, jobs and all this stuff without getting you know worried about if the kid is going to be picked up and dropped and you know as a parent you always worry about but if they know is that hey >> the the kid is there in the hands of the district slash recre department within the district itself, you know, at least their peace of mind and deal with a lot of stress and anxiety from the pandas. So being a parent of EMR, I can tell you that. Can I add one um additional thing and this really I guess it was really solidified in that same conversation we had yesterday that there's going to be a change definitely for parents who are in it right now today right there's there's a change who

109are using name the partner but are using that particular service but our brand new families coming into 4K they're never going to know the difference and this is the path that is offered or the path that's available to them and moving forward to the new 4K parents and at some point all of those will be the new people and it's the path that's being offered. So, for a parent who's in the thick of it, yep, there's a there's a definite change um and they're going to have to determine whether they want to move forward with this change or if they want to figure out a transportation to their own um particular place. But again, every new person coming in, this is the way it is, right? And and this is the plan that's offered and

110then they figure out what they want to do, but they know that this is the offering. So, um I don't want to like undermine that there's a hiccup. There's no doubt there's a hiccup for some families. Um but again ultimately putting all of us in the room and talking about this multiple times felt this is the best p best path forward um and plan we can put together. >> Um kind of change topic a little bit. In the report it talks about the children in wraparound care will participate in um activities designed to mirror the 4K classroom experience. So they're going to have their 4K classroom say in the morning and in the afternoon they're going to come to rap. Who is the is it a 4K teacher or somebody else who is teaching in

111that afternoon and is it still school type things or is it really just kind of free play? >> Um I'll just speak a little bit. There still will be routines. So right within each of our 4K classrooms there's routines that they go through each day. So u you know basic alphabet right um movement um purposeful play whether that's sensory pieces creativity we will mirror that type of schedule and then I'll let um Mr. Gomez talk a little bit about like what that programming looks like in terms of teacher and and resources. >> Yeah. Yeah. So again, through the study, what we found out that a lot of these programs, um, a lot of districts have uncertified teachers or teachers with no college behind them. It's usually, uh, staff or that has experience in child care

112or anything along those lines. Um, but moving forward, again, we want to always have that high quality program standard that we live by. Um, so our postings will be asking our lead teachers in each of those classrooms to at least have an associates degree in early childhood education or recreation or a bachelor's degree in education or recreation or very something similar to that area with hopefully a combination of education and experience um in the early childhood setting. um that way we can set that bar right away of you know keeping that high quality program. So again our posting our asking for our candidates are hopefully above the standard industry. Um so give us a step forward hopefully. >> So is is this like a this is daycare now so state has rules on this setting.

113Is that correct? That's the rules you got to follow for daycare not school. Uh that's a good question. Uh because we are a school sponsored program, we are not uh required to be licensed or certified. Uh we work under the exemption policy for all of our before and afterare programs because we are school sponsored. Um but in this business, we usually follow the DCF uh 251, which is the rules that come close. So, when we're talking about staff ratios or equipment wise, um we try to mirror 100% uh the rules that are in place, but currently there is no requirement for us to be licensed or certified due to the fact that we're working out of a school district, >> school sponsored, but we are school employees. So, it's all under the umbrella of Franklin

114Public Schools. So, a school district. >> So, they report to you then. There's no reporting to No, they do not report to me. They report to Mr. Gomez. >> So, yeah. So, the program will be 100% under the community education and recreation department as a recreation program just like any other program we offer. >> So, where our partnership is again is like informing in terms of like what does that 4K day look like and then how can we replicate some of those pieces within rapid ground that wraparound care. That's what teaching and learning's role is in this as we move forward with the program. >> Just want to clarify. So the foreign kids club currently operates under that exemption. >> Correct. >> So it's like an expansion of kids club >> in essence. You could

115you could say that. >> Yes. >> Again not uncommon. Um even personally my kids were in wraparound care. Um, it's it's pretty it's pretty standard to have that offering. Just excited that we can offer that for our families. >> I appreciate you taking the ball and running with this. This has been something that a lot of people ask about and it's becoming reality. Appreciate it. >> Mary, please. >> So, I just want to say even with the last uh presentation, um, I think it speaks volumes that we are responding to feedback. We responding to community need. We are responding to surveys which you know speaks even more to fill out your survey, you know, because we hear it and we we act on it and uh we're responsive to it. So what they the net

116promoter score I think is is something we talk about too. So these are just two examples of how this district, you know, elicits um opinions and and needs from from families and acts on it. So, I just wanted to say thank you for for doing that. >> Go ahead, Linda. >> So, then like why now? Why didn't they come in when we put in why why now? >> I wasn't here. I can't answer that. I know was I know since the two years I've been here, we fielded a lot of phone calls. Every school year, we get phone calls in the beginning. Since I've been here for my second year about if we offered this program, um, we kind of got together and, uh, the time is now. And here it comes. But I can

117guarantee you, I'm excited. We have put a lot of work into this. And I can guarantee you when you walk into one of our classrooms, you wouldn't know if you're in a 4K regular classroom or a 4K wraparound program. I put my heart and soul to this. I can guarantee you that we will have the best staff. And like Chromy said, we will be the talk of the town. >> And actually, I was thinking about it for the past few years. I didn't say that. I think it's a great idea. I think it'll make new parents feel more welcome and it'll build that community and >> it'll just strengthen I think the um the love for the school district that we all have. >> I just from a higher policy level though. So why isn't

118the state paid for why we essentially are having all day 4K? So let's call it what it is all day 4K and throw it into the uh state funding formula. Well, how far away are we from that? >> From your lips to God, >> the best we get for 4K funding is 0.5 FTE, which we already do get. >> So whether we have all day 4K or half day 4K, that wouldn't change. >> The same. >> I just can't understand the cost members and the revenue is so profitable. Just why is that imbalance there? Can somebody explain that to me? >> We are taking in you know, 50% more than we need to to balance it. >> So, recreation programming in general, all of recreation, Matt's entire budget requires fees to be paid. So, that's

119for our before and after school care, that's for basketball, that's for >> pickle ball, all the things that are happening, right? And >> last year and previous years a tax levy as well, right? So some of those fees will go to offset some of our tax levy. The alternative is that's additional tax levy coming on to make sure we run Matt's program. So I think last year we talked about how do we determine the tax levy for recreation, right? And we now provided a formula. So now we have x number of staff. We have some utility offsetting costs. We take a look at the fund balance of last year and trying to maintain a 50% fund balance. Put that all into the calculator and then it kicks out. this is what your tax levy needs

120to be in order to operate that. So, if we pull that funding back that's coming from this and yes, it's helping to offset some of that cost, the net is a larger tax levy that gets a portion to everybody in the city of Franklin, well, in our school district boundaries versus the people that are using that particular service who are still saving money over going to any of the other options that they have. Right? So, >> it's not ideal, but all of those operations, too, are funding potentially churches or they're funding other things. They're forprofit, right? So, they're they're funding something else. We're using it to help set off general tax levy in general is really what we're doing. And Matt has a great staff, right? He runs a large budget next year, probably close

121to $3 million. Um, so he's doing a lot of great things. It takes a lot of people to do that. Um, so some of our programs do generate funds. If they all generated net even, we'd be looking at a pretty large tax levy to do that. >> I know this is probably assumed, but 4K is not required by law either. So like we've become accustomed to communities having 4K because parents largely ask for it and then school districts, but to your question, I think like why does it look different? Why? Because it's not we don't nobody has to run 4K. Everybody does and it's become so common place but students to your point are not required to attend and school districts are not required to have it. Um where I'm from they used to run

122it as a charter so they 4K chartered or they run it out of just one school or um so that was something doing this talking like oh yeah that's right it's 4K not fight like you had to remind yourself that it looks different and feels different because it's we don't require families to to attend. So that helped me when I was like, "Okay, yes, this feels and looks different >> than the rest of school." >> Thank you very much. Thank you. >> Appreciate it. >> Thank you. >> All right. Uh board clerk's report. Dr. Beer, please. >> Notice is hereby given that an election is to be held in the Franklin Public School District on Tuesday, April 7th, 2026, and the following offices are to be elected to succeed the present incumbents listed below. The

123term of office for school board members is three years beginning on Monday, April 27th, 2026. Two school board seats will be filled for a three-year term beginning on Monday, April 27th, 2026. The ballot position for the election are as follows. Position number one, Katherine J. Ehart. Position number two, Denise Groinger. Position number three, Mary S. Yank. Signed, Angela Beer, Clerk, Franklin Public School District Board of Education. January. >> Thank you. Uh questions. >> Has one of the candidates dropped out? >> Name can't be officially removed from the >> I understand that part, but I'm just wondering has an one of the candidates dropped. >> She she is she wrote an email asking >> Oh, thank you. >> eliminated themselves. >> I'd say actively not. >> I don't know. Actively not is >> all right. >>

124Yeah, >> I stand corrected. >> No need. >> It's a technicality on the language, but >> we'll move on to the treasures report which is available in the board docs library. Linda, please. >> Yes. Um I'm looking at the public side agenda. There's no link to the treasures report. Does the public have access to these reports? >> They should have access. Correct. >> They should. I've never been in on the public side, so I have no idea. >> I'm sorry. What? >> I've never been in on the public side. They should have access to it. I've just never been in on the public side, so I don't know. >> I don't see here. I'm on the public side. I'm telling you, we don't have access to the So, somebody needs to fix that. >> So,

125you don't have access to the board docs library? Like, you've never had access to it? >> No, she's as a public person. As a >> as a public person, I should have access. Do I have access to the library as a public person? I don't know anything about board docs other than what I can put in and out. So that's a question we can take back to try to figure out >> the helpful feedback to make sure that the link to the treasury report is included in every agenda. >> Yeah, we can just add it >> should be should be there. Question on the um I didn't go into the other link but I know you mentioned that there was that health insurance you were projecting to overspend and what is the current what's it

126looking like now? Yeah. Well, I'm working on it actually as we're sitting here because I'm taking a look at it. Uh it's actually pretty exciting. Uh we've had a really good January and February and so we are operating at 93.7% today um cumulative for the year. So hopefully that will stay. Um if that does we'd still be looking at about a 10% healthcare increase because healthcare is still going to cost probably 10% more next year just to break even. So, um, but like really good at this point in time versus where we were a couple of months ago because through December we were operating at roughly 119%. So, um, I mean we've had two very low months in the 60s. >> Are you projecting to overspend the budget >> in total? >> Yes. >> No.

127>> Which is different than earlier. So, things >> Well, we were projecting to severely run over in health. Yeah. I mean 20% of $8 million is $1.6ish million. >> At this time you were not projecting to overspend. >> Correct. >> Thank you. >> All right. Uh future agenda items. Southwood Glenn Elementary School presentation technology report action 2026 27 board meet board of education meeting dates. Adaptive sports league um action health insurance uh CISA1 contract approval of administrator contracts 2627 employee handbook uh Franklin forward update number seven ceremonial oath of office for newly elected board members board officer election swearing in district administrator self-evaluation of goals And I'm looking for a motion to adjourn the meeting. >> So move. >> Second. >> Motion was made by Mrs. Seperski, seconded by Mrs. Wikowski. All in favor? I

128opposed. >> Motion carries. Thank you.