Madison staff outline extended-day and after-school offerings; K–5 programs run by PTOs, grades 6–12 largely district-run

Kale, assistant superintendent, and other staff gave the committee an overview of extended-day programming across Madison schools, emphasizing that K–5 enrichment is primarily run by parent-teacher organizations while grades 6–12 programming is mostly district-offered.

Staff said K–5 programs are typically organized and run by PTOs, with some teachers and outside providers offering before- and after-school sessions; principals and PTOs set session schedules. "Our elementary programs K through 5 are PTO run," Kale said, adding that PTOs provide scholarships so students can participate regardless of ability to pay.

Presenters shared examples from individual schools: winter enrichment sessions that ran February through April; offerings at Ryerson and Jeffrey that include arts, clubs, a running club and a morning student newspaper; Brown School programming led more often by teachers; Polson clubs that run year-round or by session; and “Daniel Pan” (as listed in the district materials) where a multicultural/diversity club and another group will hold a Saturday event with food trucks and student presentations on May 17.

Staff said typical middle- and high-school clubs last about 45 minutes and can include weekend workshops, travel and college-oriented activities. They also noted the district-operated Fab Lab is open after school as a club and unified sports (including unified soccer) operate at elementary schools. Erin Chester, a staff member who runs the Jeffrey morning newspaper and running club, was singled out by presenters as an example of teacher-run enrichment.

On funding and staffing, presenters said some 6–12 programs charge fees but principals and the district offer support or scholarships when payment is a barrier; district stipends support teacher advisers for many clubs. Committee members asked whether community service and service-action projects appear in clubs; staff said service opportunities occur both through clubs and as part of curricular projects, for example a grade‑10 service-action project in English.

Committee members also asked how the move to co-locate pre-K through grade 5 next year could affect offerings for fourth- and fifth-graders; staff said PTOs are planning co-curricular fourth- and fifth-grade activities but format and grouping are still being decided.

Presenters noted the workload for teachers who advise clubs and the role of volunteer teacher time in sustaining many programs.