Alleghany Highlands Public Schools

The board discussed the academic calendar, including instructional time and virtual learning contingency plans. Motions were approved to modify the academic calendar, specifically changing an early release day on March 20, 2026, to a full school day to preserve instructional time, and designating March 5 and 6, 2026, as potential student makeup days if specific thresholds of missed days due to inclement weather are met.

The board meeting covers a broad range of topics including student and business recognitions, approval of various field trip requests, and review of operational and informational reports such as cafeteria and budget updates. The agenda includes discussions on curriculum programming, technology updates, and the approval of the 2026-2027 school division operating budget. Instructional recommendations, board norms, and policy reviews are also scheduled, alongside a closed session covering personnel, student, and legal matters.

The board conducted a work session regarding the 2026-2027 Superintendent's Budget. Key discussion topics included potential changes in state funding levels, the financial impact of insurance cost increases, the prioritization of various capital projects, and the consideration of conducting an employee survey.

The board discussed the approval of School Board norms, which had been under consideration in previous meetings and work sessions. The discussion involved reviewing a red-line version of proposed revisions and clarifying the role of school board members in relation to division operations and community interests, referencing resources available on the school board website.

The Special Education Annual Plan for Alleghany Highlands Public Schools outlines the strategic use of federal grants (Part B, Sections 611 and 619) to enhance and extend special education services. The plan focuses on retaining qualified personnel, providing comprehensive therapies and assessments, and supporting professional development for elementary, secondary, and early childhood special education students. Key initiatives include maintaining reverse inclusion and autism classes, offering transition services, and purchasing assistive technology. This framework ensures continued support for students with disabilities and promotes an inclusive educational environment.