Board of Education Meeting Recap

Board of Education meetings can be viewed live on YouTube here and previous meetings can be reviewed here.

School Resource Officer

Relevant Policies: Results (R) 3: Well-Being, Operational Expectation (OE) 10: Learning Environment/Student Behavior

Superintendent Dr. Tremayne Clardy prefaced the Board of Education’s (BOE’s) conversation about entering into a contract with the Verona Police Department (VPD) for a School Resource Officer (SRO). He reinforced that the Verona Area School District (VASD) and VPD have built trust and systems of working together over the past years. He shared that a great deal of the work that VASD and VPD do together is preventative. He reiterated that student-focused relationship development will be a key component of the SRO’s presence at Verona Area High School (VAHS).

Deputy Superintendent Chad Wiese was joined by VPD Chief David Dresser and VPD Lieutenant Matthew Dart to provide an update and discuss the SRO concept and approach with the BOE. Deputy Superintendent Wiese echoed Dr. Clardy’s sentiments that VASD and VPD are well poised to formalize a relationship between VASD and VPD and commit the resources needed for an SRO to be in place at VAHS. He articulated that there is nearly constant communication between VPD and VASD on minor to major issues. VPD has responded to fifty (50) Calls for Service so far in the 2024-25 school year. VPD and the Fitchburg Police Department (FPD) are participating in school-based tabletop safety exercises at every school throughout VASD in the past two months. During these exercises, school staff and law enforcement are given a scenario and talk through their responses together. VPD and VASD regularly collaborate on threat assessments screeners as part of our approach to determining appropriate situational responses.

Chief Dresser shared some history about VPD’s presence at VAHS. From 1998 through 2019, a Police School Liaison (PSL) served at VAHS. In 2020, the City of Verona and VASD were unable to have a successor agreement due to issues related to the COVID-19 pandemic, the political climate following [the murder of] George Floyd, and the hiring of Security Staff at VAHS as a different approach to supporting students. Over the past three years, interactions between VPD, Principal Cox, Deputy Superintendent Wiese and Superintendent Dr. Clardy have been positive, leading to a renewed trust with a common goal. Over the past several months, VPD and VASD had multiple meaningful and productive conversations leading to the contract under consideration today. The Verona Common Council approved entering into the contract with VASD at their February 24, 2025 meeting.

Changes from the previous agreement include the following:

• primary goal of the SRO will be proactive relationship development and connection building with students and staff

• security for all on campus

• minor disturbances will be handled by school security staff

• SRO and VAHS administrators will triage incidents as they happen and determine the SRO’s level of involvement

• SRO will not be responsible for school discipline

Please Note: At this portion of the meeting, the YouTube livestream dropped for about 10 minutes. The notes in the following 2.5 paragraphs reflect the meeting proceedings during those 10 minutes.

Highlights of the 2025-2026 proposed SRO contract include the following:

• 80/20 split of the cost when an officer is assigned to VASD (when school is in session). When school is not in session, the officer will work full-time within VPD.

• This will cost VASD approximately $65,000 - $75,000 a year depending on the SRO’s seniority.

• VASD will have some hiring/evaluation input but the City of Verona is the SRO’s employer

• Twice annual report on citations to BOE and periodic updates in newsletters

• SRO will participate in training (District, Local, State, National Association of School Resource Officers)

• Termination can be initiated by either party with a 60-day notice

• SRO will be assigned to work on days school is in session

• SRO will be a City of Verona employee

Member White raised concerns on behalf of students and families who look like him. He asked how the SRO will consider people’s concerns as they interact with students and families of color. He asked if the SRO will complete bias training. Chief Dresser shared that he understands that the Black community has concerns and fears related to the presence of police, and that other communities have these concerns as well. VPD personnel have completed bias training and have met with the District Restorative Practices Coordinator. He shared that the SRO’s primary goal will be proactive relationship development and connection building with students and staff. The SRO will typically dress in street clothes rather than a full police uniform so that they are more approachable and can build rapport with students. The VPD looks forward to introducing the SRO to the Black Student Union (BSU) and other student groups. The SRO and VAHS administration will collaborate to provide opportunities for positive interaction. The VPD has already spoken with a student member of the Gender Sexuality Alliance (GSA) and the SRO will be meeting with the GSA to get to know the students and develop relationships.

Member Peguero appreciated Chief Dresser’s expression of awareness of bias in policing. He concurred with Member White that for many families of color, the legacy of George Floyd lives on with the fear that [his murder] engendered. There is also fear among students and community members of refugee and immigrant backgrounds. There are concerns around deportation and the potential for action by the U.S. Immigration and Customs Enforcement (ICE) to the extent that some students aren’t coming to school. Chief Dresser affirmed that VPD is not going to participate or engage in apprehension efforts for individuals wanted based on their documentation status. If people are committing crimes in our area, they could be arrested for those crimes, but VPD will not be engaging in efforts to arrest people on the basis of their documentation status.

Member Hanes repeated that Chief Dresser said the goal of having an SRO isn’t to issue citations for minor situations and asked for clarification on what is meant by “minor” so there is a mutual understanding of the definition. Chief Dresser clarified that pushing, shoving, or exchanging blows (depending somewhat on the situation) would be considered minor. If the students’ families and administrators don’t have a formal complaint, the school can use its process to handle these minor situations. Police would be involved in situations in which there are injuries, major property damage, and if the families or administrators wish to file a complaint with VPD.

Member Stier Christensen offered her perspective as a BOE member who was serving during 2019-2020. She shared that she observes a huge difference now in how communication takes place between VASD and VPD. She sees the focus on relationship building, teamwork, and putting students first, with a willingness to welcome opportunities for training. She is very reassured by the trust that has been built. She finds the attitudes of our VPD partners, and their expression that relationships with students are at the forefront, to be a positive foundation for a contract between VASD and VPD and for the work of an SRO.

Member Hanes asked about the next steps between now and the start of the 25-26 school year if the BOE approves the SRO contract. Chief Dresser explained that multiple VPD officers have expressed an interest in the SRO position. Throughout the rest of the school year, each of these officers will spend time at VAHS. After that, a permanent hiring decision will be made to have the SRO in place for the 2025-26 school year.

Member Porco praised all involved, stating that the process to reach this point has been exemplary. The agencies have taken the space and time to learn what needs to be in place for this partnership to work, even within a contentious political climate. He admired the way that this partnership has been built to serve kids.

Member Murphy thanked both agencies for their responsiveness to community questions. We are very proud of the structures and the climate and culture that exist here now, and we are pleased that we are considering adding another layer of safety. We want to do everything we can to keep our schools safe and this relationship-based work and partnership is another excellent asset for our schools and our community.

Member Medina expressed gratitude for tonight’s conversation and the communication that has led up to tonight. He expressed that VASD and VPD have addressed questions that our community has. Some people are for having an SRO, and others are not comfortable with it. Both agencies seem to recognize this and are open to addressing related questions and concerns. Chief Dresser affirmed that VPD understands that families have concerns. He invites them to engage with VPD, come see the station, and talk with officers.

Lieutenant Dart shared that, as a former SRO, he understands how key that role is for the community. A high school is a small city with traffic issues, relationship issues, conflicts, large events, and a big physical footprint. The relationships with students are essential, and an SRO can help students feel safe.

Dr. Clardy thanked VPD for presenting and appreciated the BOE’s in depth, phenomenal questions that reflected and represented VASD’s community. Everything that families asked the BOE to consider as part of their decision-making process was brought to light tonight through your questions and conversation. There have also been emails and meetings with members of our community to talk through concerns as well as hear support for an SRO. The commitment has always been that all BOE members and the Superintendent develop an awareness of any concerns or support that was expressed. We keep no secrets, any questions that came from our community were brought to VPD. We asked and learned about their stances and approaches on various issues and shared that back with families. He thanked VPD for their transparency in responding to concerns and questions and the BOE for their commitment to hearing and learning about families’ concerns.

Member Murphy thanked the community for sharing both their reservations about as well as their support for the idea of having an SRO at VAHS. She also thanked the administration and the VPD for their proactive time spent engaging with families and staff to understand and respond to their questions and concerns.

Dr. Clardy presented the results of the Student, Parent/Family, and Staff Experience Surveys. As part of VASD's continued efforts to understand the experiences of students, families, and staff, VASD invited everyone to complete an Experience Survey. Based on previous feedback, this year’s survey was shorter with more opportunities for open-ended responses. Families and students took the survey in December and staff completed it in January.

Over 3,200 students in grades 3-12 participated. This is a phenomenal 75% response rate. Our overall number of families who participated was lower at 420, but we are looking forward to hearing more from families in the future. With just over 500 staff responding to the survey, we're very pleased with a 49% participation rate among staff.

In the interest of transparency and accountability, we have been sharing the results widely. The family and student results have been shared in the following ways: a video in the VASD Family and Staff Newsletter to all staff and families on district wide results, on VASD’s website and social media, a video from each school to all staff and families with each school’s results, shared and reviewed at the Superintendent Advisories, and through this report to the BOE. Staff results have been shared in the following ways: a video to all staff on district wide results, shared and reviewed at the Superintendent’s Staff Advisory, principals will be sharing each school’s results with staff, and this report to the BOE.

Based on those results, our next steps in improvement actions included breaking the data down by school and sharing it with each school. We provided time for leaders from each school to review their data and start developing specific strategies to address students’ feedback. Students will be involved in developing these improvement strategies, and they’ll be active participants in implementing them.

Families also had the opportunity to answer open-ended questions. We received hundreds of comments that were sorted into the most prominent themes.

In response to this feedback, we’re taking action. Our team is currently reviewing our grading practices to ensure that our instruction, assessments, and reports are based on clear standards. Every week, our educators meet to plan lessons and design assessments using rubrics aligned with Wisconsin State Standards, which helps us provide better feedback and track student progress. Additionally, our Advanced Learning teams are examining student data to ensure every student has the opportunities they need to continue growing as learners. The BOE recently updated a policy with the support of the wellness committee. The committee is working to enhance physical activity, mental health, physical safety, nutrition, and employee wellness.

In this year's survey, staff had the option to respond to open-ended questions. We received hundreds of comments and sorted them into the most prominent themes.

In response to this feedback, our plans include the following:

• Support and enhance the Collaborative Problem Solving process at schools to ensure every school has a strong mechanism to gather and consider staff input

• Continue to seek staff input through the Superintendent Advisory, surveys, and listening sessions while considering additional input opportunities

• Provide a Quarterly Staff Newsletter that shares timely, high-interest information and updates on current topics such as allocation, reports on staff involvement in system development and decision-making around VASD, and updates staff on the purpose of various platforms and shares resources and tips to support users.

Member Hanes asked if the survey will be the same in future years. Dr. Clardy clarified that the survey will be the same in future years.

Member Murphy wondered how this survey data can parallel some formative assessments, and what is taking place at buildings. Dr. Clardy shared that some schools are doing quarterly check-ins with families. Those schools had higher scores on the Experience Survey. School leaders are thinking about areas where they can do pulse checks with families and staff. Member Murphy encourages families and staff to participate in surveys and engage in other forms of feedback to ensure their voices are heard.

Member White surmised that there is a want among staff to have a space where our educators can bring their authentic selves to connect and interact. He hears this need expressed in other committees and by other people. Staff want to be able to bring their authentic selves to collaboration opportunities.

Member Stier Christensen drew a connection from families expressing a desire for more information about their child specifically to staff expressing concerns about workload and burnout. How do we guard against responding to the data from one group of respondents by creating more work that could exacerbate the areas for growth expressed by another group of respondents? Dr. Clardy stated that the Family Advisory talked about this and asserted that they don’t want to create more work for staff. They did express a desire to know, as part of grading, what a student is like in class and wondered what options could be provided for staff to share more feedback without deluging them with work.

Member Peguero asked how we might define a happy medium of communication to ensure sufficient communication is occurring regarding students’ progress and needs so that families are informed and involved well before students need intervention and the support of a team.

Member Porco was struck by the feedback showing that staff are concerned with the overabundance of platforms or tools and that even with the abundance of tools, families are still asking for a different type of communication. He pondered if VASD has the right tools, if the right tools exist, and/or how we find the right or best tools?

Results Policy (R) 2: Academic Achievement holds that the VASD BOE values student learning and achievement that meets or exceeds grade-level standards and goal setting as a cornerstone of teaching and learning. The BOE expects all students will access a variety of creative and performing arts courses and co-curricular experiences for the continued development of students’ fine arts skills and knowledge, as well as exploration of college and career interests in the arts.

Executive Director of Academic Services Amy Engelkins and Director of Elementary Education Theresa Taylor provided evidence of partial compliance with R 2.2.3 Creative & Performing Arts Indicators 1a. The full Monitoring Report is available here. They presented Family Experience Survey data that 80% of respondents agree or strongly agree that “My child’s school offers quality cocurricular activities for students” and that 69% of respondents agree or strongly agree that “My child’s school offers enough cocurricular activities for students”. They presented Student Experience Survey data that 76% of respondents agree or strongly agree that “I enjoy specials or electives”.

The BOE revisited the notion that the evidence the BOE is requesting and the related indicators need to be reviewed and reworked. The BOE will be having a workshop on March 17 to dig into what questions they have about this policy and what they would like to know. This clarification will then allow staff to update or revise indicators. The BOE is aware that the current indicators don’t measure “the continued development of students’ fine arts skills and knowledge, as well as exploration of college and career interests in the arts.”

Member Medina queried if students’ schedules are too full for them to be able to participate in all of these creative and performing arts offerings. Dr. Clardy pointed toward graduation requirements and the VAHS scheduling structure as potential reasons students may not be participating.

Member Murphy asked where the BOE’s work lives around determining what we want to see as data? The BOE will reflect and dialogue on this at our workshop in two weeks. What, other than or in addition to, enrollment data could tell us what we’re interested in knowing? Member Murphy appreciated the inclusion of information on some of the courses offered and recognized the expertise and work of our creative and performing arts staff.

Member White motioned to approve the R 2.2.3: Creative & Performing Arts Monitoring Report as presented. Member Medina seconded. The motion passed 7-0.

Member Stier Christensen concurred that indicators other than enrollment in courses would be indicative of student experiences. Member Hanes acknowledged that the indicators are problematic here, which we thought might happen. At this time, the monitoring reports are presented and we’re assessing compliance with the approved indicators. Until we have new approved indicators, we can’t change how we are voting. Member Porco stated that the BOE has to take ownership of the indicators and consider how we can adjust them. Member Medina provided a reminder that the BOE owns the policy, not the indicators. Member Stier Christesen also acknowledged that the BOE has to take action on the indicators that exist. She buoyed the work of our creating and performing arts staff – it is excellent and the information shared tonight tells a fabulous story of our students’ opportunities and experiences.

Results (R) 2: Academic Achievement 2.2.4: Health & Physical Education Monitoring Report

Relevant Policy: Results (R) 2: Academic Achievement

Results Policy (R) 2: Academic Achievement holds that the VASD BOE values student learning and achievement that meets or exceeds grade-level standards and goal setting as a cornerstone of teaching and learning. The BOE expects all students will access a variety of developmentally appropriate, sequentially designed physical education courses and co-curricular experiences for the continued development of students’ physical literacy, as well as health and safety skills and knowledge.

Executive Director of Academic Services Amy Engelkins and Director of Elementary Education Theresa Taylor provided evidence of compliance with R 2.2.4 Health & Physical Education Indicators 1, 1a, and 2. The full Monitoring Report is available here. Leadership moves to continue to advance this work include offering Health in Spanish at VAHS. The course, which satisfies a graduation requirement, is available to multilingual learners and Two-Way Immersion participants.

Member Peguero motioned to approve the R 2.2.4: Health & Physical Education Monitoring Report as presented. Member Porco seconded. The motion passed 7-0.

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