Board of Education Meeting Recap
November 5th, 2024
Vote on Results (R) 4.3 Advanced Learning Monitoring Report
Relevant Policy: Results (R) 4.3: Special Academics - Advanced Learning
Executive Director of Academic Services Amy Engelkins and Special Programs Coordinator Lindsay Simonson presented the Results (R) 4.3 Special Academics - Advanced Learning Monitoring Report. The Monitoring Report focuses on answering this question: To what extent are students accessing opportunities for accelerated learning? An extensive video presentation and the full report are available.
VASD’s approach to Advanced Learning focuses on ensuring all students have access to appropriately challenging learning experiences aligned to their individual needs. This work is grounded in the belief that every student has unique strengths, interests, and talents, and that equitable access to advanced opportunities is essential for continuous growth.
VASD’s Advanced Learning model emphasizes a continuum of support from enrichment opportunities available to all students to more targeted supports identified through ongoing data review. This aligns with the district’s commitment to educational excellence grounded in equity, ensuring that barriers to access are identified and addressed so students can engage in advanced learning experiences.
Executive Director of Academic Services Engelkins and Special Programs Coordinator Simonson shared data highlights strong outcomes and continued progress:
Elementary (K–5): Students receiving advanced learning supports are largely demonstrating target or high growth.
Middle School (6–8): Approximately 60% of 6th and 7th grade students are experiencing high growth. Improvements in data collection and identification practices are strengthening consistency, transparency, and equitable access.
High School (9–12): Students continue to perform strongly in Advanced Placement (AP) courses, outpacing national averages across multiple subjects. Participation in AP is expanding, including increased access beginning in grade 9. Students also report strong levels of academic challenge and opportunity.
To build on this progress, the VASD is taking several key actions:
Strengthening targeted supports and enrichment: Continuing to refine a data-driven approach that pairs acceleration with appropriate supports, particularly in mathematics.
Enhancing identification systems: Implementing and refining more coherent, data-informed processes for identifying students for advanced learning, beginning with mathematics and expanding to additional domains.
Elevating family voice: Using an Advanced Learning Family Advisory structure to better understand student experiences and ensure transparency, responsiveness, and equitable access to opportunities.
Overall, the Advanced Learning update reflects a system that is continuing to grow in coherence and access, expanding opportunities for students while strengthening the structures that ensure those opportunities are equitable, responsive, and aligned to student needs.
The BOE discussed how the VASD identifies, supports, and expands access to advanced learning opportunities, with a focus on real-time responsiveness, equitable access, and student agency.
Member Medina opened the conversation by asking how the district monitors student needs in real time, rather than waiting for formal assessment cycles, and how consistency is ensured across schools. In response, district leaders described an ongoing cycle of data review paired with classroom-level observations. Educators are supported with shared resources across schools and Multi-Level Systems of Support (MLSS) Specialists. In addition, Instructional Coaches work directly in classrooms to monitor implementation and support alignment.
The conversation also explored how students are identified for advanced learning. Member Porco raised the importance of considering non-traditional indicators, such as disengagement or lack of attentiveness, as potential signs that students may need greater challenge. District leaders shared that identification systems are currently being expanded, beginning with mathematics and informed by family input, with plans to grow into additional domains such as language arts, leadership, and support for twice-exceptional learners.
Member Medina noted that this work reflects a process that is being thoughtfully refined over time, with district leaders emphasizing the importance of building a comprehensive understanding of each student through multiple data sources, including assessments, classroom performance, and teacher insight. This approach creates opportunities to push students toward more rigorous learning experiences, such as “exceeds mastery” tasks and advanced questioning.
Access and opportunity were also key themes. Member Porco asked how the district ensures opportunities for students who may not meet traditional “accelerated” benchmarks but are interested in trying more advanced work. District leaders highlighted the role of enrichment opportunities available to all students, including programs and classroom-based options that allow students to engage in deeper learning without prerequisite criteria. Member Medina followed up to confirm that these opportunities, such as “Are You Ready for More” questions and advanced assessment items, are regularly available and encouraged, while remaining optional and without penalty.
Member Murphy connected this approach to the district’s focus on Student Agency, noting that students have meaningful opportunities to choose challenges based on their interests, rather than being solely identified by adults. This was reinforced by the district’s commitment to broad access, including ensuring all students have the opportunity to take Algebra in 8th grade.
Member Peguero emphasized the importance of fostering student self-efficacy, asking how the district supports students in seeing themselves as capable of engaging in advanced work. The discussion underscored the role of both access and encouragement in helping students build confidence and take on new challenges.
Finally, Member Stier Christensen expressed appreciation for the depth and clarity of the materials provided, noting that the reports and videos offered strong context for the BOE’s understanding and highlighting the significant work underway across the district.
Overall, the discussion reflected a shared commitment to expanding access to advanced learning while continuing to refine systems that are responsive, inclusive, and grounded in student-centered practices.
Member Medina motioned to approve the (R) 4.3 Advanced Learning Monitoring Report as presented achieving reasonable progress. Member Peguero seconded. The motion passed 6-0.
Vote on Results (R) 4.2 Special Education Programming Monitoring Report
Relevant Policy: Results (R) 4.2: Special Academics - Special Education
Executive Director of Academic Services Amy Engelkins and Interim Director of Special Education Sarah Ouzounian presented the Results (R) 4.2 Special Academics - Special Education Programming Monitoring Report. The Monitoring Report focuses on answering this question: To what extent are we meeting the needs of students with identified needs to ensure access, growth, and belonging? An extensive video presentation and the full report are available.
Executive Director of Academic Services Engelkins and Interim Director of Special Education Ouzounian highlighted the VASD’s continued focus on inclusive practices, student growth, and strengthening systems to better serve students with individualized needs.
Their report reflected strong progress across several areas:
Access and Inclusion: The VASD continues to prioritize inclusive practices, with approximately 86% of students with Individualized Education Plans (IEPs) spending 80% or more of their time in general education settings.
Academic Growth: Students with IEPs demonstrated notable gains across multiple assessments. Increases in proficiency were seen in both reading and math at the elementary and middle school levels, as well as improved performance on state assessments and ACT benchmarks at the high school level.
Student Experience and Belonging: A majority of students with IEPs report positive school experiences, with 79% indicating their learning is important and over 75% reporting opportunities for success.
Behavioral Outcomes: The district saw a reduction in the use of restraints and stable suspension rates, reflecting continued progress in creating supportive and responsive learning environments.
To build on this progress, the district is focusing on strengthening the following systems and practices:
Strengthening preparation and clarity: Clarifying expectations around inclusive practices and the Least Restrictive Environment, while improving consistency across schools through cross-functional collaboration.
Improving instructional systems: Reinforcing Multi-Level Systems of Support (MLSS), strengthening collaboration between general and special education staff, and aligning IEP goals more closely to grade-level standards.
Monitoring progress with greater precision: Expanding the use of disaggregated data to proactively address disproportionality, while increasing focus on transition planning, graduation pathways, and inclusion rates.
The district identified several priorities moving forward:
Strengthening core instruction and alignment of interventions, particularly in literacy and math
Deepening inclusive practices to ensure meaningful access and engagement beyond placement data
Aligning staffing structures to meet student needs better while building sustainable systems
Increasing consistency and equity in referral, eligibility, and discipline processes
Strengthening partnerships with schools to align special education supports with school improvement efforts and ensure a clear continuum of services for all learners.
Overall, the Special Education update reflects meaningful progress in student outcomes and inclusive practices, alongside a continued commitment to refining systems to ensure all students receive the support they need to thrive.
The BOE engaged in a reflective and appreciative discussion of the Special Education Programming Monitoring Report, highlighting both the progress made and the collaborative efforts that continue to strengthen services for students.
Member Peguero shared appreciation for the day-to-day work happening in schools, noting the phenomenal work of teachers and support staff in delivering special education services and supporting students with diverse needs.
Member Murphy reflected on the importance of Results Policy 4 and the opportunity it provides for deeper BOE engagement, emphasizing appreciation for the VASD’s responsiveness and willingness to make meaningful shifts based on data and feedback.
Dr. Clardy took a moment to recognize the leadership and collaboration behind this work, specifically acknowledging Interim Director of Special Education Ouzounian, as well as the contributions of VAEA, VESPA, and Dr. Hawkins. He highlighted the role of cross-functional special education workgroups in assessing needs and identifying models to better support students, underscoring the importance of collective effort in driving improvement.
Overall, the discussion reflected a strong sense of appreciation for staff, confidence in the direction of the work, and recognition that continued collaboration and responsiveness are key to advancing inclusive, high-quality special education services across the district.
Member Peguero motioned to approve the (R) 4.2 Special Academics - Special Education Monitoring Report as presented as achieving reasonable progress. Member Medina seconded. The motion passed 7-0.
Vote on Results (R) 4.1 Student Discipline and Behavior Monitoring Report
Relevant Policy: Results (R) 4.1: Special Academics - Student Discipline and Behavior Monitoring Report
Executive Director of Academic Services Amy Engelkins and Director of Pupil Services Adam Zingsheim presented the Results (R) 4.1 Special Academics - Student Discipline and Behavior Monitoring Report. The Monitoring Report focuses on answering this question: To what extent are Multi-Tiered Systems of Support providing effective academic and behavioral support for all students? An extensive video presentation and the full report are available.
The BOE reviewed the Student Discipline and Behavior Monitoring Report, which focuses on how effectively the VASD’s Multi-Level Systems of Support (MLSS) are promoting positive student behavior, social-emotional learning (SEL), and overall student well-being.
The report highlighted several positive indicators across grade levels:
Strong social-emotional systems: Data reflect evidence of healthy SEL systems across the district, supporting students’ emotional development and well-being.
Decreased high-level behavioral needs: The number of students requiring Tier III behavioral supports has decreased, indicating progress in early intervention and support strategies.
Positive screening results: More than 83% of students scored within the normal risk or competent/advanced range on district SEL screeners, exceeding the district’s goal.
Improving student experience: Student feedback shows positive and improving perceptions related to mental health, wellness, and a sense of value and belonging.
To continue strengthening this work, Director Zingsheim outlined several key actions:
Strengthening SEL alignment: Continuing to embed Wisconsin SEL competencies into the VASD’s teaching and learning framework, including the development of K-12 scope and sequence documents and consistent data review practices.
Enhancing systems and data use: Updating the Progressive Response Model and implementing the NextPath system to create a more unified, streamlined approach to tracking and responding to student behavior and SEL data.
Improving screening tools: Transitioning to updated SEL screeners to provide more actionable, aligned data for identifying student needs and informing Tier II and Tier III supports.
Expanding targeted supports: Increasing support for students with the greatest needs through behavior coaching cycles and expanded access to integrated, on-site mental health services, particularly at the middle school level.
Overall, the Student Discipline and Behavior Monitoring update reflected continued progress in supporting students’ social-emotional development and well-being, while also strengthening systems and practices to ensure timely, effective, and equitable behavioral supports for all students.
The BOE engaged in a thoughtful discussion focused on the VASD's approach to student discipline and behavior, emphasizing restorative practices, student learning, and the intentional use of data to guide decision-making.
Member Murphy centered the conversation on the distinction between punishment and learning, noting the importance of focusing on consequences that support growth rather than punitive measures. She also raised a key question about how well the broader community understands restorative practices and how the VASD is communicating that approach to families and the community.
Director Zingsheim shared that ongoing efforts are in place to build understanding, including regular communication through family and staff newsletters and the development of supporting materials. He emphasized that restorative practices are grounded in accountability, not the absence of it, but in helping students understand impact, take responsibility, and repair harm. Dr. Clardy reinforced this point, clarifying that restorative practices are not a replacement for corrective action. Rather, they are an approach that seeks to balance accountability with understanding, while addressing underlying factors and supporting students in making things right.
Member Stier Christensen expressed appreciation for the depth and intentionality of the work, noting that the report’s data, especially when presented by developmental level, provided meaningful insight into how the district is monitoring and responding to student needs. She highlighted the ongoing nature of this work and the importance of consistently collecting, analyzing, and using data to inform continuous improvement.
Overall, the discussion reflected a shared commitment to creating supportive, responsive learning environments where student behavior is addressed through a balance of accountability, growth, and care, ensuring that all students are supported in developing the skills needed for success.
Member Stier Christensen motioned to approve the (R) 4.1 Student Discipline and Behavior Monitoring Report as presented as achieving reasonable progress. Member Porco seconded. The motion passed 7-0.
Vote on Operational Expectations (OE) 9: Communicating with the Public Monitoring Report
Relevant Policy: Operational Expectations (OE) 9: Communicating with the Public
Public Information Officer Marcie Pfeifer-Soderbloom presented the Operational Expectation (OE) 9: Communicating with the Public Monitoring Report. OE 9 holds that the Superintendent shall ensure that the public is adequately informed about the condition and direction of the district. In addition, it holds that the Superintendent will:
Ensure the timely flow of information, appropriate input, and strategic two-way communication between the district and the public that builds understanding and support for district efforts.
Prepare and publish, on behalf of the Board, an annual progress report to the public that includes the following items:
Data indicating student progress toward accomplishing the Board’s Results policies.
Information about school district strategies, programs, and operations intended to accomplish the Board’s Results policies.
Information about the district’s financial condition, including revenues, expenditures, and costs of major programs.
An extensive video presentation and the full report are available.
The BOE reviewed the Communicating with the Public Monitoring Report, which outlined how the district engages families and the broader community through clear, consistent, and accessible communication practices.
Overall, results indicate a strong foundation of trust and effectiveness in district communication:
High levels of satisfaction: Families report that communication is generally effective, reliable, and meets their needs, with strong perceptions of responsiveness, cultural awareness, and clarity.
Strengths in consistency and structure: Predictable communication formats, such as newsletters and regular updates, are highly valued, helping families stay informed and connected.
Strong classroom-level communication: Families especially appreciate timely, direct communication from teachers about student learning and experiences.
Clarity and accessibility: Clear, easy-to-understand messaging and accessible formats contribute to a positive overall communication experience.
At the same time, feedback highlights opportunities to further strengthen communication:
Communication volume and complexity: Families noted feeling overwhelmed by the number of platforms, messages, and senders.
Need for prioritization and conciseness: There is a desire for shorter, more focused communication that highlights the most important information.
Student-specific information: Families are seeking more personalized, actionable updates about their individual students.
Navigation and access: Feedback points to a need for simpler navigation, fewer clicks, and clearer organization of information across platforms.
The VASD continues to provide multiple opportunities for input, including surveys, advisory groups, and community engagement efforts. Additionally, maintaining an effective online presence, including the VASD website and social media platforms, remains a key component of communication strategy, with high engagement across commonly accessed pages and accounts.
To build on strengths and address identified opportunities, the VASD is focusing on:
Streamlining communication systems: Reviewing communication platforms, cadence, and practices to reduce redundancy and improve clarity for families.
Developing a Communications Playbook: Establishing clear guidance on how and when information is shared, aligned to family preferences and best practices.
Improving accessibility and usability: Enhancing website navigation, ensuring accessibility standards, and simplifying message design and structure.
Expanding engagement: Continuing to gather input through surveys, Superintendent Advisory groups, and community events to ensure communication remains responsive and inclusive.
Increasing clarity and consistency: Emphasizing concise messaging, reducing jargon, and aligning communication practices across schools and departments.
Overall, the Communicating with the Public Monitoring Report reflected a system that is both strong and evolving, building on a foundation of trust and engagement while continuing to refine how information is shared to better meet the needs of all families and the community.
The BOE engaged in a positive and forward-looking discussion on the VASD’s communication efforts, highlighting strengths in outreach, inclusion, and continuous improvement, while also considering opportunities to further strengthen practices.
Member Medina expressed appreciation for the strong work of staff, noting the district’s effective communication efforts and growing social media presence. He also highlighted progress in reaching more Spanish-speaking families through the Family Experience Survey. Dr. Clardy added that Spanish-speaking students are increasingly helping bridge communication by sharing information about surveys with their families, reinforcing the importance of accessible and inclusive outreach.
The conversation also explored how communication can build belonging and connection. Member Peguero noted the depth and detail of the OE 9 presentation and shared an example of how collecting and translating community stories in families’ home languages can be a powerful way to foster inclusion and engagement.
As the VASD continues to evaluate communication tools, Member Porco raised the importance of maintaining clear boundaries around communication, particularly related to the use of personal contact information. Dr. Clardy affirmed that this is a priority, noting that the district is preparing to bring forward guidance clarifying that private messaging is not an appropriate communication channel for staff. Member Stier Christensen expressed appreciation for this proactive approach.
BOE members also emphasized the importance of listening to families and adapting communication strategies accordingly. Member Stier Christensen noted that while no single tool will meet every family’s needs, the district’s commitment to gathering input and using that feedback to inform decisions is both meaningful and necessary. Officer Pfeifer-Soderbloom shared enthusiasm for the direction of this work and the opportunities ahead.
Finally, Member Murphy underscored that communication efforts extend beyond families with students, emphasizing the importance of connecting with the broader community. Building on this, Officer Pfeifer-Soderbloom highlighted the strong community interest in events such as high school tours, which provide meaningful opportunities for community members to engage with and experience the schools they support.
Overall, the discussion reflected strong confidence in the VASD’s communication efforts, paired with a continued commitment to inclusion, clarity, and responsiveness as VASD works to effectively connect with all members of its community.
Member Stier Christensen motioned to approve the OE 9: Communicating with the Public Monitoring Report as meeting expectations. Member Peguero seconded. The motion passed 7-0.
Safe Schools, Safe Communities: State Conference on LGBTQ+ Youth
Member Peguero shared that the Safe Schools, Safe Communities State Conference on LGBTQ+ Youth will take place on April 14, 2026, from 8:00 AM - 5:00 PM in Madison. Additional information.
Greater Dane County School District Governance Consortium (Consortium)
Member Murphy shared that the Greater Dane County School District Governance Consortium (Consortium) will meet on April 8, 2026, at the Oregon School District. Dr. Clardy and Dr. Dana Monogue, Superintendent of the Middleton Cross Plains Area School District, will be presenting on “Where we started, where we've been, where we need to head.” Specifically, they will review the group’s three original priorities (advocacy, governance, best practices), summarize the Consortium’s activities since inception, acknowledge the ever-changing landscape of state and public education and the need for advocacy, and discuss with attendees how to best leverage the power of the collective while being mindful of capacity.
Spring Election
April 7, 2026, is election day in Wisconsin. Member Medina and Member Porco are both running for re-election. Remember to exercise your right to vote!