Board of Education Meeting Recap

Second Reading on Vote on the Act 20 Promotion Policy

Relevant Policies: Results (R) 2: Academic Achievement

Member Hanes motioned to approve the Act 20 Promotion Policy as presented. Member White seconded. The motion passed 5-0.

Second Reading and Vote on the Revised Public Comment Policy

Relevant Policies: Governance Culture (GC) 11: Public Comment Policy

Member Medina motioned to approve the Revised Public Comment Policy as presented. Member Hanes seconded. The motion passed 5-0.

Verona Area High School English teacher Erika Gallagher was awarded the 2024-25 Diversity and Inclusion Award from the Wisconsin Council of Teachers of English. This award is presented to a Wisconsin English teacher who creates a learning environment that provides a safe space for all students, regardless of any label and goes beyond the classroom to advocate for inclusion in the community, promoting equity in all areas. Congratulations, Erika!

The Voya Unsung Heroes program has helped more than a thousand K-12 educators and their schools fund innovative classroom projects through awards totaling more than $6 million. The Unsung Hero Awards are granted for creative, unique educational programs that help students reach new heights. Congratulations to Verona Area High School Agriculture teacher Ms. Jamie Morris on receiving this award!

During the discussion of the 2025–26 draft budget, Board of Education members and district leadership voiced deep concern over the ongoing lack of adequate state funding for public schools. Member Hanes emphasized that insufficient state investment is the core issue and the need for school referendums is not the result of mismanagement at the district level but rather a consequence of the State's chronic underfunding of public education. Despite ongoing advocacy efforts—including direct appeals to legislators at the Capitol—adequate support, particularly for special education, has not materialized. Hanes noted that districts across Wisconsin will likely be forced to go to referendum simply to maintain basic operations.

Superintendent Dr. Clardy reiterated that education remains the most powerful tool for social equity, calling the Joint Finance Committee’s recent budget proposal “deplorable.” Board Member Murphy echoed that sentiment, recognizing the strong support from the Verona community and expressing frustration that state leaders do not show the same commitment to students, staff, and schools.

Deputy Superintendent Wiese warned that inequities will grow across Wisconsin, as districts unable to pass referendums will be forced to reduce programming, further widening the gap in educational opportunity.

Year-End Financial Outlook

The 2024–25 year-end balance is projected between a $6.6 million and $7.2 million deficit, following several revisions and transfers, including revenue from a Tax Incremental District (TID) and expenses incurred for land purchases.

Staffing and Hiring

VASD prioritized budget savings for 2025-26 through attrition (i.e., letting some vacant staff positions go unfilled when someone retires, resigns, or moves on) due to the unknown state budget. Between March and early June, 56 positions were posted and nearly all were filled, including some traditionally hard-to-staff roles. Only two teacher positions and eight hourly positions remain open. Director Hady noted that base wage bargaining and handbook collaborative conversations are on hold until Wisconsin’s Biennial Budget passes.

BOE members and district leaders emphasized the importance of maintaining a strong, talented workforce despite financial uncertainties. Member Hanes affirmed that these hiring outcomes reflect the district’s ongoing commitment to recruiting and retaining high-quality staff. He underscored that future referendums, if needed, will be about sustaining this standard of excellence by ensuring the district can continue to attract and support top talent.

Member Murphy gave special recognition to VASD’s Educator Mentoring Program, which plays a key role in supporting beginning teachers and fostering a strong professional community. She highlighted the importance of staff involvement in data gathering and resource allocation, as well as the district’s deliberate efforts to build and maintain positive school cultures—factors that make VASD a destination district for educators. District leaders and BOE members expressed pride in the district’s staffing progress and reiterated their commitment to supporting and growing a dedicated, high-quality team of educators and staff.

Vote on Operational Expectation (OE) 11: Instructional Program Monitoring Report

Relevant Policies: Operational Expectation (OE) 11: Instructional Program Monitoring Report

Executive Director of Academic Services Amy Engelkins and Executive Director of Pupil Services Dr. Angela Hawkins presented the Operational Expectation (OE) 11: Instructional Program Monitoring Report. OE 11 holds that the Superintendent shall maintain a program of instruction that offers challenging and relevant opportunities for all students to achieve the outcomes defined in the BOE’s Results policies. They presented evidence of compliance with all twelve OE 11 indicators. The full monitoring report is available by clicking this link.

Moving forward, VASD will engage in the following leadership moves:

• Expand our continuum of supports to include 9-12 students with Individualized Education Plans (IEPs) and students without IEPs to provide options for pathways that prepare them to thrive in a diverse global society. (11.1)

• Refine the Special Education service delivery model to fully define the least restrictive environment and work to ensure students are supported in spaces that meet their individual needs. (11.1)

• Continue to explore ways to capture student voices to develop courses that are culturally responsive and focus on Artificial Intelligence (AI) and job preparation for careers that don’t yet exist. (11.4.2)

• Expand the Acceptable Use Policy to include guidance around ethical and purposeful use of AI for both students and staff. (11.6)

• Develop further opportunities for talent development through Advanced Learning programming. (11.5)

Member Murphy noted that OE policies tend to focus on compliance and operational tasks, describing them as more of a “to-do” list. She raised a specific observation about indicator 11.3, which addresses assessment, identification, and support of students, and shared that this felt more aligned with the BOE’s Results policies rather than operational expectations. She emphasized the importance of clearly distinguishing between operational responsibilities and results-oriented outcomes, suggesting that this distinction should be kept in mind during future policy discussions. Member Hanes agreed with this perspective. Executive Director Hawkins, affirmed that OE 11 reflects how VASD creates the conditions that allow for the successful achievement of the Results policies.

Member Medina motioned to approve the Operational Expectation (OE) 11: Instructional Program Monitoring Report as presented. Member Hanes seconded. The motion passed 5-0.

Vote on Results (R) 2.2.2: World Languages Monitoring Report

Relevant Policies: Results (R) 2.2.2: World Languages

Executive Director of Academic Services Amy Engelkins and Director of Multilingual Programs Rosamaria Laursen and VASD Seal of Biliteracy Advisor Dianna Rogers Wells presented the Results (R) 2.2.2: World Languages Monitoring Report. R2.2.2 holds that each student will be literate and numerate and able to achieve their personalized goals. Accordingly, each student will acquire the academic competencies needed to achieve their personal goals in World Languages. Executive Director Engelkins and Director Laursen presented evidence of compliance with R2.2.2 Indicators 2, 2a, 3, and 3a. The full Monitoring Report is available by clicking this link.

VASD’s World Languages program was highlighted as a regional leader for its:

• High enrollment and student motivation.

• Opportunities for students to apply language skills in authentic settings.

• Growth in proficiency measured by STAMP assessments and the Seal of Biliteracy.

Areas of focus for continued improvement include:

• Raising awareness of the Seal of Biliteracy earlier in students’ academic journeys.

• Increasing participation among historically underserved student groups.

• Promoting high school language course enrollment through outreach and scheduling flexibility.

• Exploring additional pathways, such as virtual options, to sustain language learning.

BOE members and district leaders expressed strong support for the quality and impact of VASD’s World Languages program while also raising important questions about how to enhance awareness, participation, and data use.

Member White praised the inclusion of student voice in the report and expressed a desire to see more of it in future data reporting across the district. He also advocated for making World Language study a requirement for high school graduation, questioning why it is not already mandated by the Department of Public Instruction (DPI).

Member Medina focused on family awareness of the Seal of Biliteracy. Director Laursen explained that information is shared with families starting when their children are in middle school, including at meetings and through a video in the Two-Way Immersion (TWI) newsletter. Seal of Biliteracy Advisor Dianna Rogers Wells added that she is working with Bilingual Resource Teachers (BRTs) and other educators to ensure students—especially those who have exited English Learner (EL) status—are aware of the opportunity.

Member Murphy asked about the feasibility of earning the Seal of Biliteracy for students who begin language study in high school. Rogers Wells clarified that five years of study is typically needed, but middle school courses provide an early start that supports Seal attainment. Member Murphy and Member Hanes also emphasized the importance of focusing on impact data over implementation data. Murphy highlighted the value of “living in the data of impact,” while Member Hanes questioned the utility of some of the formal indicators used in Results monitoring. He suggested that the BOE reconsider its approach to indicators, noting that certain data points, such as STAMP test results and course offering comparisons to other area districts, are more helpful in gauging program effectiveness than some of the current indicators.

Overall, BOE members voiced pride in the program’s strength and regional reputation and encouraged ongoing efforts to expand access and relevance.

Member Murphy motioned to approve the Results (R) 2.2.2: World Languages Monitoring Report as achieving reasonable progress. Member Hanes seconded. The motion passed 5-0.

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