Board of Education Meeting Recap
November 5th, 2024
Advanced Learning
Relevant Policy: Results (R) 4: Special Academics
Executive Director of Academic Services Amy Engelkins and Special Programs Coordinator Lindsay Simonson updated the BOE on Advanced Learning in the Verona Area School District (VASD). VASD is deepening its commitment to educational excellence grounded in equity through a renewed approach to Advanced Learning, designed to ensure that every student has access to opportunities that nurture their unique strengths, interests, and talents.
The goal is to ensure that all students have access to the opportunities they need to develop their skills and interests. VASD’s approach to Advanced Learning includes providing specific and targeted supports to students who have demonstrated, through their performance, a need for additional challenge, while also continuing to offer enrichment experiences for all students to develop their talents and skill sets.
VASD's approach to Advanced Learning is guided by a data-driven process, one component of VASD’s Multilevel Systems of Support (MLSS). Through MLSS, school teams regularly review student performance data from standardized tests and classroom tasks to determine which students may benefit from additional opportunities to extend their learning beyond the universal instruction provided to all. Students who demonstrate Advanced Learning needs receive targeted supports in their classrooms.
In mathematics, for example, small group collaboration allows students to engage with complex, real-world problems with their peers. Individualized, self-paced instruction is also offered to help students deepen their understanding and apply their learning in meaningful ways.
Historically, some gifted and talented programs have created barriers to access for some students. VASD is committed to building an Advanced Learning model that centers its Equity Framework, providing intentional opportunities for students who need greater challenge while also ensuring every student has entry points to enrichment. One way this is achieved is through “Push-in” models, where MLSS Specialists collaborate with classroom teachers so Advanced Learning takes place alongside core instruction. This inclusive approach keeps students engaged in grade-level learning while allowing real-time differentiation without requiring them to leave class for advanced work.
To further develop programming options and gather feedback from families, VASD launched the Advanced Learning Family Advisory in 2025. The group, which includes family representatives from every K–8 school, provides input on program design, communication, and family engagement. In response to their feedback, the district created a new Advanced Learning website available at this link to make resources, identification practices, and enrichment opportunities transparent and accessible to all families.
The VASD continues to monitor data to ensure equitable access across all domains of giftedness, including intellectual, academic, creative, leadership, and the visual and performing arts, as identified by the Wisconsin Department of Public Instruction. Future efforts will focus on expanding supports across domains, refining data review systems, and developing additional opportunities for students to pursue enrichment within their school experience.
Member Hanes commended the district’s attention to language, noting that the term “Gifted and Talented” can imply something fixed or inherent rather than a set of skills and interests that can be nurtured. Member Murphy agreed, underscoring that the district is intentionally moving away from the “Gifted and Talented” label toward language that reflects growth, opportunity, and access for all students. Dr. Clardy also emphasized the importance of this shift, also pointing to the below information on Push In Models as key in understanding how the district’s model redefines Advanced Learning through an equity lens.
Benefits of Push In Models Promotes Equity and Access: Supports Inclusive School Culture: Encourages Collaboration Between Teachers: Reduces Missed Core Instruction: Allows for Real-Time Differentiation:
All students have access to enrichment and advanced instruction without being removed from the general classroom.
→ Source: National Association for Gifted Children (NAGC, 2021). “Equity in Gifted Education.”
Push-in models normalize advanced learning opportunities and reduce stigma or elitism associated with “being pulled out.”
→ Source: Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms.
Co-teaching and coaching strengthen classroom teachers’ ability to differentiate instruction for a range of learners.
→ Source: Winebrenner, S., & Brulles, D. (2018). Teaching Gifted Kids in Today’s Classroom.
Students remain engaged in grade-level learning while receiving enrichment, avoiding gaps created by leaving class for pull-out programs.
→ Source: Reis, S. M., & Renzulli, J. S. (2010). The Schoolwide Enrichment Model: A How-To Guide for Educational Excellence.
Advanced tasks can be embedded into daily lessons, ensuring challenge is integrated rather than supplemental.
→ Source: Kaplan, S. N. (2009). The Grid: A Model to Construct Differentiated Curriculum for the Gifted.
Operational Expectation (OE) 4: Personnel Administration Monitoring Report
Relevant Policy: Operational Expectation (OE) 4: Personnel Administration
Director of Human Resources Rachelle Hady provided evidence of compliance with OE 4: Personnel Administration indicators OE 4.1.1, 4.1.2, 4.1.3, 4.2.1, 4.3.1, 4.3.2, 4.3.3, 4.3.4, 4.4.1, 4.4.2, 4.4.3, 4.5.1, 4.6.1, 4.6.2, 4.6.3, 4.7.1, 4.7.2, 4.7.3, 4.8.1, 4.8.2, 4.8.3, 4.9.1, 4.9.2, 4.10.1, 4.10.2, 4.10.3, 4.10.4, 4.10.5, 4.11.1, 4.11.2, 4.11.3, 4.12.1, 4.12.2, and 4.13.1. A video of the full report is available here.
Director Hady shared the following personnel leadership moves:
Culture & Engagement (OE 4.1):
Implemented rounding across all levels of the organization.
Launched full-day Superintendent Listen & Learn sessions with all staff.
Employee & Student Advisory Committees informed the annual survey design to ensure feedback guides leadership priorities.
Leadership Development (OE 4.10, OE 4.11):
Expanded Principal Designee Program with structured learning and mentoring.
Increased internal promotions and leadership readiness across departments.
Employee Voice & Collaboration (OE 4.6, OE 4.12):
Strengthened relationships with VAEA and VESPA, ensuring staff voice informs decisions on staffing, wellness, and compensation.
Director Hady highlighted these system improvements:
Employee Wellness & Benefits (OE 4.9):
Opened the Onsite Employee Health Clinic—improving staff well-being and reducing long-term costs.
Negotiated a new health insurance plan, expanding provider access regionally.
Data Security & Confidentiality (OE 4.8):
Tightened Google Workspace permissions.
Implemented automated alerts for protected information (SSNs, credit cards, etc.).
Data security incidents are monitored and reportable to the Technology & Digital Learning Department.
Accountability & Due Process (OE 4.7, OE 4.13):
100% of investigations completed in alignment with due process, district policy, and handbook standards.
Investigations tracked and documented with support from the Director of Compliance & Policy.
Director Hady proposed the following improvements:
Indicator 4.13
Current language: 100% of complaints reported to the Superintendent's Office were thoroughly investigated, and actions taken are in alignment with policy guidelines and legal regulations.
Proposed language: 100% of complaints that align with policy guidelines or legal regulations, which are reported to any District Administrator (including Assistant Principals, Principals, Assistant Directors, Directors, etc.), were thoroughly investigated, and actions taken are in alignment with policy guidelines and legal regulations.
Definition of Section 4.11
Current definition: The Superintendent will, consistent with the Superintendent’s own evaluation, evaluate all employee performance according to their contribution toward achieving the Board’s Results policies and their compliance with the Board’s Operational Expectations policies.
Proposed definition: The Superintendent will, consistent with the Superintendent’s own evaluation, ensure all employees are evaluated based on their performance according to their contribution toward achieving the Board’s Results policies and their compliance with the Board’s Operational Expectations policies.
Member Stier Christensen requested clarification on what is meant by “etc.” in the proposed language for Indicator 4.13.
Member Murphy thanked Director Hady for the rich and robust data reflected in the report. She noted that while some OE Monitoring Reports can feel procedural or “check-box oriented,” this particular report stands out because of its deeply human focus. Murphy emphasized that OE 4 captures the district’s commitment to relationships and how leaders engage with staff, communicate through change, and ensure that voices are heard across all employee groups. She also expressed appreciation for the administration’s continued collaboration with the Verona Area Education Association (VAEA) and the Verona Education Support Professionals Association (VESPA), which ensures that staff perspectives remain integral to district decision-making.
Member Murphy added that she values it when BOE members take time to view the report video in advance of the meeting, as this format allows for a fuller understanding of the content and context behind the data. Members Hanes and Medina both agreed, noting that they appreciated the comprehensive nature of the presentation and the accessibility of the video format.
Member Steir Christensen commended the Human Resources team for the significant amount of work represented in the data, acknowledging the systems-level organization and care involved in compiling such detailed evidence.
Member Porco highlighted the clarity and usefulness of the report’s executive summary, observing that it effectively bridges the technical and humanistic aspects of personnel administration. He added that the proposed updates to the language feel well-crafted and appropriate, reflecting the district’s continuous improvement mindset.
Member Hanes remarked that this report, in particular, demonstrates how VASD approaches Operational Expectations as more than compliance measures. They serve as a reflection of leadership values, organizational culture, and the district’s commitment to its people.
Throughout the discussion, the Board’s comments collectively affirmed their confidence in the district’s personnel systems, appreciation for the intentionality behind staff engagement and wellness initiatives, and support for the proposed clarifications to OE 4. The conversation underscored that the VASD’s human resources work is both data-driven and deeply relational, grounded in the belief that organizational excellence begins with investing in people.
Member Medina motioned to approve the Operational Expectation (OE) 4: Personnel Administration Monitoring Report as meeting expectations. Member Porco seconded. The motion passed 6-0.
Governance Culture (GC) 11: Process for Addressing Officer Vacancies - Second Read
Relevant Policy: Operational Expectation (OE) 4: Personnel Administration
The BOE engaged in the second read of Governance Culture (GC) 11: Process for Addressing Officer Vacancies. Member Hanes notes that requested language changes have been made since the first read.
Member Stier Christensen motioned to approve, Member White seconded. The motion passed 6-0.