Board of Education Meeting Recap
November 5th, 2024
2024-2025 Annual Academic Report
Relevant Policy: Operational Expectation (OE) 9: Communicating with the Public
The Board of Education (BOE) reviewed the 2024-2025 Annual Academic Report aligned with Operational Expectation 9. Public Information Officer Marcie Pfeifer-Soderbloom provided a brief summary of the Annual Academic Report content and the development process. This report, which provides an overview of student learning and progress, is being made widely accessible through multiple channels:
Digital versions (English and Spanish) are available on the district website.
Announcements will appear on VASD’s social media, in the September VASD Newsletter, and via the Verona Area Chamber of Commerce Weekly Update.
A postcard with a QR code linking to the report will be mailed to all postal box holders in the district.
Hard copies will be available at all schools, libraries, the Senior Center, and local chambers of commerce.
Officer Pfeifer-Soderbloom recognized the visual design work of Communications team member Karen Berrueta.
The BOE noted the report’s accessibility and its alignment with the district’s core values. Member Stier Christensen expressed appreciation for the district’s effort to reach all community members by mailing a postcard with a scannable QR code to every VASD postal box holder. Board Peguero highlighted the importance of language access and thanked the team for making the report available in Spanish. Member Murphy noted that the report not only offers a valuable reflection on the 2024–25 school year but also serves as a tool to help guide the district’s work moving into 2025–26. Member White commended the report’s visual design, particularly the representation of student diversity both on the cover and throughout the publication.
Vote on the Proposed 2025-2026 Base Wage Increase
Relevant Policy: Operational Expectation (OE) 6: Financial Administration
Member Stier Christensen motioned to accept the 2025 - 2026 base wage increase as presented. Member White seconded. The motion passed 6-0.
Vote on Operational Expectations (OE) 10: Learning Environment/Student Behavior Monitoring Report
Relevant Policy: Operational Expectation (OE) 10: Learning Environment/Student Behavior
Director of Extended Learning Programs & Engagement Dr. Angela Hawkins and Director of Pupil Services Adam Zingsheim presented the OE 10: Learning Environment/Student Behavior Monitoring Report. The BOE values high standards related to providing a safe and positive climate that is student-centered, where all students and staff feel welcomed and have a strong sense of belonging, and students and staff are cared for and supported to do their best work. The BOE expects the Superintendent to ensure that all learning environments within the school district are safe by establishing clear expectations for student behavior and school climates that protect students’ emotional and physical well-being and address culture and climate through appropriate administrative behaviors that disrupt the teaching, learning, or operational processes of a school or the school district. With the implementation of the Progressive Response Model, schools will have a coherent model. The full monitoring report is available by clicking this link and a video presentation of the full report is available by clicking this link. Overall compliance was demonstrated with three indicators not having data to report this year due to shifts in survey instruments that prevented year-over-year comparisons.
Key Leadership Strategies Implemented in 2024–25:
Use of Social Emotional Learning (SEL) Screeners K–12.
Adoption of a new Student Experience Survey for real-time climate data.
Regular review of behavior data with district leadership.
Staff training on Pathological Demand Avoidance (PDA).
Launch of a districtwide SEL Symposium.
Ongoing Restorative Practices training and planning for Extended Learning Pathways.
Updates to the Progressive Response Model, with revised terminology to reduce subjectivity (e.g., replacing “defiance” with “refusal to follow staff directives”).
There were notable reductions in disproportionality for referrals and suspensions. Discipline referrals decreased from 42.5% to 22.8% and suspensions were down from 31.6% to 22.1% for Black/African American students. Discipline referrals decreased from 63.9% to 48.2% and suspensions decreased from 59.5% to 51.4% for economically disadvantaged students. Discipline referrals decreased from 55.1% to 45.1% and suspensions decreased from 41.7% to 36.8% among students with Individualized Education Plans (IEPs).
BOE members expressed strong support for the direction of the work and engaged in a thoughtful discussion about the cultural and systemic shifts contributing to the improvements. Member Murphy and Member Peguero both inquired about the underlying lessons and cultural changes that may be driving the reductions in behavior referrals and suspensions among student groups. Director Hawkins shared that updates to the district’s Progressive Response Model, such as replacing subjective disciplinary language like “disrespect” with more precise terms, have been informed by student, family, and staff input and are helping drive these outcomes. She emphasized that these changes are part of a multifaceted effort, including expanded use of Restorative Practices and data-informed support for students with repeated behavior referrals.
Director Zingsheim added that professional development for staff, a focus on rigorous and engaging instruction, and increased communication with families about attendance and expectations have all contributed to creating stronger classroom environments and more consistent expectations across schools.
Dr. Clardy emphasized that behavior does not occur in isolation. He noted that the district’s work to build relationships and maintain high expectations, rather than lowering them to influence data, reflects VASD’s commitment to meaningful change and student success.
Member Porco echoed this point, stating that the positive data trends are the result of intentional systems-building and culture change, not efforts to reduce referrals solely to meet targets. Member White highlighted the role that diverse, high-quality staff play in fostering belonging and connection for students.
The BOE briefly discussed the alignment between monitoring indicators and updated survey tools. Murphy encouraged staff to recommend revisions to indicators if survey changes render any of them obsolete.
Overall, the BOE shared appreciation for the thoughtful and collaborative approach VASD is taking to improve student behavior, equity, and the overall learning environment.
Key Leadership Moves for 2025–26:
Developing SEL curriculum scope and sequence across KG–12.
Exploring Extended Learning Pathways expansion at Verona Area High School.
Creating a new Behavior Support Program Manager position.
Developing data review process/tools to assist schools in using SEL screener data
Aligning interventions with Wisconsin SEL Competencies.
Continued Restorative Practices training and develop a train-the-trainer model.
Ongoing scenario-based restraint, seclusion, and de-escalation training
Establishing consistent behavior data logging protocols.
Board members expressed strong support for the proactive direction of the 2025-26 leadership moves. Member Murphy noted the importance of equipping adults with tools to manage and de-escalate challenging situations, asking whether professional learning for staff includes self-awareness around de-escalation.
Director Hawkins shared that her department’s ongoing work to expand Extended Learning Pathways at the high school level will help create more flexible environments that meet a wider range of student needs and engagement styles.
Member Hanes raised the idea of revisiting the wording of specific monitoring indicators, noting that the current language around incident counts may not fully reflect the BOE’s focus on reducing disproportionality in discipline data.
Several BOE members acknowledged that while VASD may not yet be in full compliance with all OE 10 indicators, significant progress is being made, especially in the quality of data collection and the intentional use of that data to inform decisions. Member White commended the growth of a strong data culture within the district and noted the progress made in both system development and staff capacity.
The BOE’s comments reflect confidence in the district’s strategic leadership moves and appreciation for the thoughtful, student-centered work underway to ensure that all students are safe, supported, and able to thrive.
Member Hanes motioned to accept the Operational Expectations (OE) 10: Learning Environment/Student Behavior Monitoring Report as fully compliant. Member Stier Christensen seconded. The motion passed 6-0.