Verona Area School District Board of Education Meeting June 1, 2026

001All right. Good evening everyone. I will go ahead and call this meeting to order. Um board, let's establish we have a quorum please beginning with a roll call vote. Christopher >> here. >> Meredith >> here. >> John >> here. >> Joe >> here. >> Corby. >> I was trying to do it by memory and I am here as well. We'd have a quorum. Uh Christopher, is this meeting been properly noticed? >> It has. >> Thank you. To help ensure that we're centering our boardwork around our shared values and serving our students, we begin each of our board meetings by reading our district's equity framework and the Ho Chunk land acknowledgement, which can be found at the top of your agenda. Corby, would you be willing to read those for us tonight? >> Sure. In the

002Verona Area School District, our mission is that each student will acquire the knowledge and skills necessary to achieve their personal goals, thrive in a diverse global society, and lead a healthy, self-fulfilling life. To meet this mission, the Pomona Area School District will ensure that every individual has access to the educational, social, and emotional support they need to feel valued and affirmed in their unique identities and experiences. We acknowledge that inequities and power dynamics exist in our system such that some individuals on the basis of their identities face barriers to accessing the opportunities they need to experience success. In acknowledgement of such, the Verona Area School District is committed to disrupting these systems of inequity. Right. And the whole chunk land acknowledgement reads, "There are currently 12 tribal nations who call Wisconsin home with the whole

003chunk nation being the primary group living around Madison. No matter where you are in the state, you are on the ancestral land of a tribal nation. As we begin our meeting, we honor the land upon which we stand. >> Thank you. Uh board, calling your attention to the remainder of tonight's agenda. Um any questions or amendments? Otherwise, I'd accept a motion to approve the agenda as written. >> So moved. >> Thank you, Meredith. Is there a second? >> Second. >> Thank you, Christopher. All those in favor of approving tonight's agenda as written, signify with I. >> I. Any opposed? >> The agenda is approved. Moving on to student recognition. This is exciting. >> Absolutely. First, uh good evening everyone. Thanks for joining us today. Um and we do have a robust uh 111 slides of

004information. >> I wasn't going to say that >> well for for today. If you can just see the eyes that came back in that was awesome. But we are going to start out with uh as we always love to do to be able to celebrate our staff and students. Um and today we are recognizing the phenomenal work of Haiti Tina Haiti Tina edition. U that was the musical this this fall. I continue to say to anyone that uh wasn't able to join just the most outstanding musical performance I have seen in um a quarter century of being in education. Um, you know, I know you're not supposed to rank them, but it was pretty dog. It was really good. Really good. Uh, and uh, here uh, representing the, uh, students, uh, the staff and the,

005uh, full community. You know, we have Heather Thorp, who I said should have a reserve seat there for the amount of recognitions that they well deserve to get. And also, we have Mia behind me there. How you doing, Mia? Uh, Mia was also, you were on the podcast, too, weren't you? >> Yes. as ours. So again, celebrity status, but we want to congratulations to the cast and crew of Broner High School's Hades Town Edition, which has been honored as a recipient of outstanding musical production in the with the 2526 Jerry Award. It's basically the Oscars and their rec recognition reflects the artistry, dedication, and collaboration of the students, staff, and production team who brought this work to stage. uh at at Broner High School uh school the theater theater and music thrive as a shared

006community experience. Hadestown teen edition became a space where students supported one another took creative risk and work together toward a common artistic goal. The production reflects the strength of an ensemble culture where every contribution matters and every role helps shapes help shape the final result. Jerry Awards Wisconsin Statewide High School Musical Theater Recognition Program honors excellence in performance, technical theater, and produ production design across hundreds of of schools across the the state. The program highlights the collaborative nature of theater education and celebrates the work of students and educators across the state. Congratulations to the for this outstanding achievement. So, please join me in recognizing Miss Thorp and Mia uh as representatives of the full cast and crew. THANK YOU SO MUCH. I YOU PRETTY much covered everything, but we have something for you. >> Oh

007no. >> Um so in honor of this occasion, we had shirts made um for the for the show. And um it says Jerry Awards 2026 and we're going to sing it again because we are at the Overture Center um on >> Sunday night right after graduation. >> Thank you so much. >> So we'll be performing not the whole show, just one one of the pieces. >> Oh my gosh. Thank you so much, >> Cassen Crew. So um wear it with pride. >> I will. I definitely will. And um we and I just want to point out too Mia Mia and Morty who are the spirit award um um recipients, excuse me, um who are voted on by their stu where by our students and um they were outstanding student leaders this year and every year

008we have two seniors who are our leaders in the in the CA for the cast and crew. Um and that's why they received that spirit award because they were chosen by their peers, right? Um, and that that leadership is really what helps our team just thrive. So, thank you and I hope to see you all at the fall show. Shrek October. >> So, thank you very much. >> Can I ask one followup question? I I'm not I don't know of the Jerry Award. Can you give a little context of like even how a production out of Verona Area High School gets I mean how does this come to be? What is that award? So, it's a statewide um it's a statewide it's not a competition, but a recognition where they send judges to shows all

009over the state. Um there's three judges, two or three judges that come over one or two nights to performances. Um and they give a whole like huge um feedback for the students and staff as well as recognitions for nominations. This year's we received um if my memory served me correctly 15 nomin overall nominations with outstanding musical of course being the the biggest um biggest one um and there so there's schools all over there so there's schools from Rylander there's schools from Milwaukee area and they all come come upon um the overtry center this Sunday for two shows one shows in the afternoon for this like so for schools like us who cannot come in the afternoon this graduation um but we'll be performing in that evening And so they uh they highlight outstanding um solo

010performers as well as out outstanding full music and we do one piece from the whole show to and they the kids receive the award that night of the show and it's really fun. It's just full of electric energy because there's kids like the whole upper balcony if you've ever been to the orchestra center is filled with high school kids. Um, and that's where I get to be. And they're all just like cheering for each other because it's really a celebration of all of the hard work that if anybody has done a show before and knows it's thousands and thousands of hours of work um that these kids put in and it's a it's a great celebration. >> Thank you. Thanks for that added context and congratulations again. >> Thank you. Well, as you already stated,

011as we move into the superintendence report, I know as a board um we talk a lot about the value of discussion at the board table and we also have just a lot of information to receive tonight. All really important information updates just given the timeliness of um toward the end of the school year. So, yes, we're going to hear a lot of information, but movers as always will engage and share and question, but we're excited to hear all the updates. >> Absolutely. for 111 slides. >> All good information though. >> Yes. >> Uh next I would like to invite up uh Coach Steiner uh for the athletics up update. And we did move as a new father. We we better get some first. Uh knowing that sleep is probably not at the pre premium right

012now. >> He's actually sleeping really well. 9:30 p.m. to 4:00 a.m. last night. 6 weeks old. So He's a big baby. And yeah, I was going to start off by saying if you notice my glow, it's not the 14 hours I spent at sectional track last Friday. It's it's being parents. So, we welcome Grayson into the class of 2044 from Ron. So, he's uh you can compete. You can mark it down as one total for that >> enment. We got we got at least one. >> So, yeah, I've been enjoying that. So obviously I'm very thankful for being here tonight and I kind of threw off my usual winter report. So we'll get into that a little bit with kind of my overview. So we're going to start really big picture then we'll narrow in

013on some some students and some groups at the end and we'll go over both the winter and spring. Um as I put in my as I was looking into this week I mean it would be crazy to look but I think we might be one of very few schools that have all nine sports for WI competing at some point. So that gives a lot of credit to our coaches and our and our mainly our student athletes who compete at a high level and put their teams and themselves in the position to still compete. So we got some big uh tournaments coming up this week and we're excited for it. But we're going to start with the big picture. So my role as the athletics and activities directors, I kind of oversee two things mainly at

014the high school, but I also help with the middle school and then anything with the elementary schools as well. So for the high school specifically, we offer 65 plus clubs and activities. So where those kind of get grouped in is there there's things all the way from, you know, our our theater department that falls under me, you know, with the two productions they have and also some of the other, you know, forensics and stuff like that all the way to clubs that have just groups of students that are interested in the same thing um that meet once a week or every other week all meet. And then on the other side, the athletic sites, we we we are involved in all 25 the WA sports and and they get recognized in a different column just

015because they have a whole another set of rules they get to follow usually. We this year um I didn't get 12 clubs, so this is almost accurate. We had 3,277 total participations. So what that means is if I did um three sports, I would count as three. Um so in our sports, we had 1,279 and that's broken down over 500 in both the fall and spring, 230 in the winter, which is usually our smaller one just because they're cut sports because they're constrained to inside. And then in our activities side, um we have 1,263 where we call co-curriculars. So a lot of times that's your DECAS, your FFAs, your your bigger ones that usually have um curriculum, DPI regulations, other stuff they have to follow. And then 685 of those were in clubs. Um when

016looking at this data, I did find that we had a student that parttook of 10 of those as they were a three sport athlete and involved in seven clubs. So I if I was their parent, I'd wonder when they're eating lunch because that means they're probably busy. A lot of big pluses. But we have a lot of big involvement and it's really great to see as we narrow in on that. And the the one thing I wanted to make sure I look at is comparing to the high school because I think the big thing is with athletic activities, if we're not matching the high school demographics and what it is, then we need to find an offerings that will make sure that we're giving people an opportunity to represent themselves. So on the left here

017we have the high school stats which um I don't really feel the need to go over but if you look on the right we very closely match um in most forms and the stat I was proud to see is 73% of our student body uh is participating in at least one activity or club. So that takes all of the participants out. So the 3,277 that number is made up out of 1,348 students. Um and we we match pretty closely overall. So that that's great to see. A lot of times with that freshman, we do see that a little lower just cuz they're starting to learn what clubs and activities we have and they're still trying to get their feet in the ground. And as you get older, we tend to see probably more involvement or

018but less follow comparing ethnicity just like once again um this is a common area we see uh similar. Obviously, we do have some work to do in some of our areas and I'm not afraid to admit that. like that's part of my job is looking at it what are we doing to meet the needs of these group and making sure that we're taking away barriers to make sure they know what's available to them and make sure they have something that gets them involved um with grown area schooling. So once again when I look at these pigs I see a lot of similarities which is good. Obviously we'd like identical matches but we're not there and that's something we're working towards in our department. We're looking at GPA. Obviously that's kind of one of the many

019indicators we have in school success. I'm not saying it's the end all be all. We want kids to find a passion, something that they're passionate about. Um, what I was proud to see is that our student athletes and both athletics and activities, um, were surpassing the average for our school. Um, one of the big things that, um, we talked about athletics and activities is like being involved helps you stay engaged in school because you now have a reason to go to school. and and we've kind of seen that with this just semester one data and cumulative data of our our student athletes that and and our students involvement activities um do a great job in classroom as well both averaging well above the 3.0 GPA um and and also having those 4.0 obviously we don't

020have the pool that the the full school does but you know you you I see this and you take 10 kids that have 4.0's those nine of them are most likely going to be participating in some athletic activity and that that shows the the time management skills that we want with these and also the the committing to excellence and what our adviserss and coaches hold these kids to that it's like hey if you're not taking care of the classroom I can't have you be here and so they they take that to heart and it's great to see that kind of number and how those match um as we continue to grow so the next steps that I want to do with this participation data so last year it was primarily on athletics This year I

021went a little broader with both. Um I want to continue to look into this and especially live trying to address some of these things in the now trying to figure out what's going on. Why aren't certain groups participating in athletics and activities? Try to see what barriers they might face and try to find solutions to encourage participation and also find groupings that they can be a part of if they just didn't know what's out there. Um a second one is with that live data is being able to ask those questions directly. I'm able to ask a lot of questions to those involved because I have their name, I have their school school ID, I can go ask them directly. It's fine those that aren't involved that are a little tougher because you don't know until

022the end. And at the end, if I sent an email to a kid today, the likelihood of that getting responded to is pretty low with school being on such a that is in sight. And then like I said, continue to monitor what we're offering and also look for new options that are out there. I know that one that uh we just kind of started this past year was HOSA uh or two years ago. HOSA was newer and it's up and coming now and it's a it's a health those that want to go into the health services organization and just seeing how that's grown in the last two years. We went from having um two three kids get to state and I think this year they had like 11 and then we've had a couple officers.

023So continuing to make sure we're we're we have those offerings and when the kid comes to us with an idea, we don't just shoot it down because we you know this that we give them a chance. We let them kind of run getting into our winter athletics. So instead of getting all those lovely smiles in front of you, I'm just going to kind of give a broad overview. Um and then we have some stuff online as well if you ever want to see kind of more in-depth detail of what's going on. So a couple highlights from this uh winter sports season. We had two all uh conference championships with our gymnastics and our girls wrestling. So this was the first year where the WIA fully split girls and boys wrestling. So you had to make

024a decision and thankfully we had um some co former coaches and even our current coaches start building this program last year. So we had good numbers and that really helps when it comes to wrestling because you're trying to wrestle 11 weight classes. So being able to fill those weight classes helps win these duels. But as you see overall, we we had a lot of very competitive teams in their conference and that was great to see. Um we had a lot of successes. Our boys basketball team made it to a sectional final. Um gymnastics was seated seventh at state and got third. Um our girls hockey team made a good run into the sectional part of the hockey playoffs which was awesome. And then we get into some of the individuals later on which we'll see.

025Uh brea. So, uh, if you might remember from the fall, there was another current who won state in breaststroke. He won state as a sophomore in the backstroke. So, um, that was a really cool thing for him and kind of watch him progress through the season, especially being only a sophomore and kind of getting to watch. So, I want to make sure I point out him. We had two all state solo dance competitors at state within our dance program with Payton and uh, Brooklyn Sil. um state qualifiers in skiing with Grant Alcoer and Everett uh messing the last name I know that's right blame it on the baby but they they went to state and then uh Lilia Schultz and Snowboard. So once again getting all those people um recognized and then our state wrestling

026qualifiers obviously they did some big things with uh Carson and Brennan both getting third place at state as juniors and then uh Ethan Macintosh in the bottom right also making it onto the podium. Um and then Jack just kept running in the same guy over and over again. But it's four juniors that obviously represented us very well at the Cole Center in Individual State. We had a number of all state honores for the Wisconsin high school coaches um for gymnastics um with Dominica being first team involved, a couple second teamers and Paige and Zoe in the the uneven bars involved and then a few honorable mentions as well. So, it was a young team that had to kind of show some things and they they showed up and and Mia being a sophomore, being a

027freshman, and then Paige being a junior, you know, there's always room for growth and we got some big senior shoes to fill, but we got some skill there, which is awesome to see as we continue to move forward. And then give a shout out to Coach Hower. Uh she won coach of the year for the coaches association. So, um she's obviously we're very fortunate to have her. It's about I think 20 seasons now. So that's been great to see and it's a well-deserved honor for her. Two old state honores for our girls basketball program and Alli Church who's a senior and then Macy Strimler who's a sophomore. So once again um continuing to celebrate those student successes um and also great students. But at the time this was created there's been some updates. So I

028made this last week and that was the last week in the regular season. Uh like I said all nine of these sports are still competing in some form. baseball just secured their first conference championship in the big eight history last Friday. So So shout out to them. Um the team that really came together and played some good baseball this season, finishing 15 and three in conference. Um it's no joke. And we've had, you know, Sun Prairies and Middletons and Memorial have been very competitive this year. And being able to win out was a really cool thing to see. Um our our uh softball program had a big win over Middleton last uh Tuesday. Yep. No. Yeah. Thursday. Thursday and now they're playing tomorrow in the sectional semifinal. Um so they're playing past where they were

029seated. They were seated fifth and now they're playing in the sectional semifinals. And then our our boys and girls lacrosse programs are continuing to settle into WI athletics. Our boys are heading up to the great city of Hudson tomorrow. And then the girls lacrosse is hosting a regional final tomorrow. So we got some exciting things going on in spring sports with girls soccer and baseball uh postseason starting this week. I want to give a shout out to our track team. Um, like I said, we have this information before I made the slides. They did win conference as well this year. They don't have a dual record like the other ones, but um, it is coach Patre's final season as a head coach after 21 seasons. So, for him to come out um, and the team

030to perform on that Friday at Madison Memorial was really cool to see. And, uh, if you follow him on Facebook, you probably saw the big, you know, he had invited a bunch of alumni. So, it was cool to see them at the sectional meet last Friday. Uh, and shout out to them. They won sectionals as well, which was really cool. That's a tough meet. And, um, our state for uh, track, we're sending I think it's like nine individual events between the two teams and like six of the eights. So, that really shout out to both track programs for continued success. The big one I want to highlight that we we've started and they've they've had some members on Dr. Clary's podcast as well as our adapted sports league. Um, so I'm going to start off

031by giving a big shout out to Coach Mary Kate Riley. I just can't say coach Riley anymore because we got two coach Riley's in the program. Um, she took this on head on from our perspective of the Roy area school district and and really helped it grow. So if you look at the team on the left, that's the team in the fall and we had, I believe, three total participants that went the whole season and then in the spring it turned around and we had eight from Veron area high school. So this is really cool to see. Next year we're planning on adding another team. So, they're going to have three seasons. Um, and if you ever have an opportunity to come to that, it's really cool to watch. There's a great article in the

032state journal, I believe last week or two weeks ago, kind of about it and where it started up and and we're lucky to have someone like Mary Kate kind of taking the lead on from our school perspective. And then a big shout out to Dr. Clarity and the administration for making it work um financially. Obviously, when you're adding sports, it's not like money just grows on tree and they have to make some things work. So, shout out to them for doing that. Um, and and we're going to continue to watch this grow. And then I think the last shout out is Kim Griffin who kind of bridged the gap between Joel and myself. And obviously as she moves on from the secondary uh director into her assistant role, assistant principal role, we're going to miss

033her, but I know that between Mary Kate and I, I think we got a good hang on it. So, we're excited to keep watching this program grow and it's really fun to watch and let these kids have the same experience that a lot of our student athletes have. Um this past year our student athlete initiated leadership. Um last I talked about we kind of had our four subcommittee. So I just want to give a quick update on what they're doing. So our culture creators the their big project that they wanted to work on was student engagement. So how can we get students to go to more events? Obviously we have great attendance at some events and then we have other groups that feel like no one knows they exist. So trying to find new ways

034to encourage participation, create a reward system to get them there is something they're taking on. our our mental health committee is looking into bringing a guest speaker in and trying to encourage participation in coming to hear um a guest speaker talk about the awards and mental health especially student athletes um and what it's like um volunteer is they're formatting options of what they can do and what what can we do out in the community to make sure that you know Broner Health School is well represented showing thanks to the community that supports us so greatly and then our leader our leadership group is focused on a senior transition meeting which I think there's a really cool idea that they come up with where the seniors meet with the juniors before they leave and say, "Hey,

035this is what it means to be a senior in this program. These are the things you need to do." And these are all things that they took on by themselves. I sit there and I answer questions. I question them on maybe some of the uh smaller details that they might not think about, but I really want to make this a space that they can uh grow. Initially, game staffing, we saw greater improvements and we did that through apparel. So, we worked with BSN to give rewards. Hey, you work the game, you get a shirt, you work five, you get a hat, so on and so forth. And I think we ended up with about seven people that are in parkas this year. So, they get cool new parkas that they get to wear next year

036in the cold. They wish they could have had them in the winter. I said we didn't have enough events for that. I'm very thankful you for the video board project that you all approved. Um, Dr. Clary, uh, Mr. Weasley and myself been working on to get that um, up and running and get that ready. We got some dates coming up here that are going to be you're going to start looking some changes over on that north side of the football season. So, we're excited for that. Um, continue with our boys volleyball information gathering. We we saw decent numbers, but not good enough to jump into the deep end on it. So, I've been working with Chad to try to figure out a new approach to make sure that we're getting that opportunity off and running

037before we know it. And then Arbiter is my kind of system I operate in. We are going to be fully at Arbiter by next year, which will be great to see. And next year, what I'm hoping you see to me is first and foremost is that sale being put into action. I've talked a lot about it the last year, year and a half, and next year I hope to be able come to you with examples of what they're doing out in the community to help grow and create that leadership that we we hold our students to at Ronary School District. I hope you're able to make it to one of our many events where this fancy new video board is going to be put into action and you can see some of the cool things.

038And then as we talk with people about it, seeing our student work up on there as well will be a really cool thing to see kind of those activities. Boys volleyball is continually going to be a work in progress and as we kind of re-evaluate how to get that. And then last but not least, just trying to figure out how to get more involvement with our activities because that's obviously an area where we can have a lot of students that might not fall into an athletic realm find value and find a reason to come for school every day, which is obviously important thing. Do you have any questions, thoughts? Otherwise, thank you for giving me time. Hopefully, I didn't eat too many of those 111 slides. Just uh congratulations on getting some sleep, but uh

039just your examples of sale and mental health uh um perspective um uh looking at a racial and gender gender uh demographics and participation and recognizing that there's growth. I I just I phenomenal that we have that focus and we're continuing to put our equity framework in action especially through athletics and that it's becoming it's it's an inclusive place for our scholars to to be welcomed. So I I just wonder shot that. Thank you. >> Yeah, just the transparency, all the data pieces and you sharing goals that you have for the programs with us. Um just the vision that you have forward thinking, looking back, setting goals, the amount of student involvement directly with sale. Um as you said, I'm looking forward to seeing some tangible pieces, some of the outcomes from all the work of

040kind of getting all of that off the ground. >> Yeah. Thank you. I think it's kind of scary for the kids at time to think like, "Oh, you mean we're just not coming in lunch every other, you know, once a month and more like, no, you want lunch, you got to start showing me some things." So, you know, it's really fun. And all the shout out goes to students. Like I said, my goal with this from the start was to very much make it a student le because at this age, you got to start learning. You know, if you want to be a leader, it's not just a title. You got to be willing to do some work and show show what you do. and gratitude always to all the coaches. >> Oh, coaches, >>

041volunteers, all the people working. I know you're >> incentivizing with Garb. >> Um, just the the countless people that also make all of these events happen in our district and elsewhere for traveling, all of that. >> Just so much. >> We are very we are very fortunate here that we have people that care and and it's not just me. Obviously, I wouldn't be here if I didn't care, but it's the people around me that care probably more than I do um at times just because they're the ones that, you know, they're the unsung work. You know, I'm the one that people see and know and get to do all that fun stuff. And as my wife says, you can't take me anywhere because, you know, I either know someone or someone knows me. But they're

042the the real employers. And especially like you said, those coaches, activities, club advisors, and stuff like that, they they >> they do they put in time that I can even imagine. >> I'm excited with the activities piece. I think we heard this in an earlier report a couple weeks ago about if students have an idea, there's almost always someone willing to advise. Um, so that makes me really excited when we think about ways to bring in more concepts that students drive it and our staff are super receptive to leading which is amazing. >> Yeah. No, we're very lucky. >> Yeah. >> Thank you. >> No, thank you all and I hope you have a great evening. I >> enjoy going to bed with the baby. >> I'm just gonna I'm gonna hope that I wasn't

043gone too long. That's what there's some nights where I get home and take a look and I'm like, same thing tomorrow. Thank you all. >> Thank you. >> As we uh as we transition over to uh Chad at the NSR report, I want to take a quick moment to thank the board. Uh this presentation was a reminder of how important it was to have your backing when we moved graduation to Sunday. Uh if you look at the we would have lost dozens easily dozens of seniors to a graduation and a gradu having to make a tough decision between athletic event and once in a lifetime with the graduation ceremony as well. We haven't had any push back on it thanks to Epic as well for being being accommodating but this would have been >> a

044heck of a Saturday to try to figure this out. Um, and just the proactive way that we thought about this two years ago and having your support meant the world >> with all our team still being alive. >> Every team is still >> Yeah, that's amazing. >> All right, good to go. >> We have our little year end wrap-up. Similar to athletics in the world of safety and security, I had these two uh fine fellas. I didn't even have Is this your first time at board table or second time? >> Second time. All right, let's hear for intro. >> That's right. You got the intro. Uh, so summer we were planning on this. You guys agreed to take, in my opinion, in some regards a chance uh on bringing the SRO program back to our

045school district. Uh, and uh, with full transparency, that was not a 100% guarantee it was going to work. Uh, that you can end up in a place that you don't get a fit with who you hire for an SRO. You don't end up with a principal group and district administration that are on board with making this work. You know, not with a police chief uh that's all in. I'm happy to tell you uh that the little bit of a chance we took here last summer uh has worked out and we've got a really great update for you uh tonight regarding uh Officer Soul's first year uh in our school district with kind of reinstating the SRO program uh and all the other things we did relative to safety and security around our district this year.

046So, um I'm going to start with outcomes and then we're going to allow allow these two guys to introduce themselves. Uh so again, uh for the board, certainly our community, we're here to reaffirm our commitment to safety and well-being for every student. Um I I can tell you even from my uh you know, my time as a as a principal, uh learning is next to impossible uh if students don't feel safe and welcomed in your school. uh and uh our um I I'm proud of the work we've done uh districtwide um to continue to make sure that that uh is our priority here. Kids have to feel safe and welcome every day uh or all the other stuff doesn't matter. Uh we're going to do a little year review with Officer Stole and things that

047we uh would like to highlight and just make sure the board's aware of. Uh we're here again to demonstrate accountability. Uh the SRO contract uh required a couple of updates including Officer Stole's uh newsletter that's embedded in board docs for the entire public uh to see. Um and then we're going to kind of talk through ne next steps with this work that is really never done. Uh um safe welcoming schools. Uh you don't put a bow on it and say we're good to go and have figured it all out. Uh it's a continued work in progress. Uh I'm going to have these two guys introduce themselves. if you guys wouldn't mind just kind of talk give us a little bit more in terms of how long you've been uh with the Veron Police Department. Anything

048else you'd like to add? Officer Stole. >> Yeah. Uh Brad still the school resource officer for the school year. I've uh been with Rome PD going on uh eight years now. Uh this was the agency that hired me straight out of college. I guess took a chance on me. Um and I'm happy they did. I've really enjoyed my time uh with the school district this year. It's been nothing short of phenomenal and quite frankly nothing like I thought it was going to be. I I was um I'll be the first to admit I was very nervous coming into the position this year and just kind of what's what the partnership was going to look like. Um and throughout this year I've just been nothing short of amazed at just how everyone has treated me both

049at um our individual school sites and at the district office level. Everyone has been um phenomenal to work with. So I thank you for that. Chief Dresser. Uh David Dresser. I've been the police chief for four years now roughly. um Brona Wildcat, class of 88. So been around for a while. You all look familiar. I think I've met you all before, so I think you know who who I am. Um it's a honor and privilege to be here and to see that the SRO program is um going well. Um, we get nothing but positive feedback at our house um at the program and and Brad doing an excellent job. Um, our Wildcat squad um I'm glad that's being wellreceived as well. Um, we got mixed mixed feedback when we proposed it and not everybody saw

050the picture, saw the vision. Um, and so we found a way to get it done and I'm glad we did because again we're getting uh lots of positive feedback uh with that initiative. Um, so I don't really have anything prepared for tonight. I'm here to support Officer Stole and to make myself available to all of you. >> I think it's also important to note uh Jeremy Hatfield, our investigations lieutenant, who is my direct boss, um, couldn't be here tonight. He's at Fort McCoy for training all week. Um, but he and Chad work directly hand inand um on on pretty much pretty much everything. And so I think a lot I think a lot of this year um you know the success goes to uh Chad and Lieutenant Hatfield working together too. >> All right, let's

051jump into this. We we do have 111 sides as their superintendent reminded us. >> Uh we uh the Wildcat uh squad is leading the track team uh getting them to the edge of town on Thursday, right? >> Tonight 4:30. >> All right. Perfect. Uh I I I did want to start off by just continuing to remind the board that uh uh the safety and security of our school district in particular high school and Badger when we're talking about these fine folks uh is a team effort. Uh and we've got our security team there. Uh Allan, Derek German, and Dewan uh for the high school team have had an outstanding year. Uh Vernon Brown holds down uh Badger uh and is uh working with with both Badger and CORE on a daily basis. Um and these

052guys are great and work hand inand uh with Officer Stole building relationships, sharing information. Uh and I think and Brad even we've got a little time here for Brad to share a little bit more about his year. Um that was something that I think officer stole and Brad had to learn this year. he hadn't necessarily worked on a day-to-day basis with a a bigger team like that and how important it was to build relationship with those guys. Those are really your eyes and ears at the school district and in particular high school and they had they had a great year. Um and they are just as responsible for making our school uh feel safe as as Officer Stole or administrative team. They're here every day uh walking the halls put in lots of steps and

053they're they're outstanding. Um, I uh I asked a few of our students and staff members to plop some quotes. Uh, this was officer S didn't know I was going to do this. I am not going to read this to you, but this is a a variety. I think you kind of pull out some of the student words uh out of this. We've got uh the middle one, which I really like. Uh, he's nice and always happy. uh is like this cute little third grader from sugar uh who's on the next slide as officer stole is handing out a ticket uh or um a sticker had a scooter violation. But anyhow, the the uh the quotes up here I certainly think are an excellent uh year interview for for how Redd was welcomed into our school

054district uh and certainly super appreciated. So, I'd encourage you to take the time uh to go through that. We've got some good pictures of Officer Stole in the mix uh all year here. Uh we did want to give Brad just a little bit. This is a summary of the newsletter uh we've included in board docs. Officer, I don't know if you have things you wanted to highlight there or stories from the year uh in review that you want to just make sure the board and community were aware of. >> Um yeah, I as you can see they're handing out stickers at lunch. So, I made it a point to visit every elementary school at least once, including Stoner Prairie over in Fitchburg. Didn't want to forget about them over there. Um, and so I gave

055out I am over 2,000 stickers this year that I went through 2,000 rolls, two 10,00 roll of stickers. Um, so that is a lot of stickers. Uh, so that's something that I had a lot of uh, you know, joy doing even kindergarten up through the fifth grade. I wasn't sure how the fifth graders would always react, but they always reacted uh, with joy seeing me there. Um, some other things that, uh, I I've found a lot of positive feedback for, um, I started to do speed checks occasionally in the mornings before school. Um, so I would sit out on either side of the high school, kind of pick a side in the morning, um, with a little laser, make it blatantly obvious that I'm checking everyone's speed. Um, so Allan from security would assist me.

056We would write down the license plates, be able to cross reference those license plates, and they would get an email home uh, to their parents saying, "Hey, this is the posted speed limit. this is uh the speed that that your vehicle was observed driving. Please have a conversation with your student to let them know that they need to slow down. Um and so what we did with that is the second and subsequent second we get a phone call directly to parent to ensure that they were receiving the information directly from me. Um thankfully this school year we did not have any third time offenders which I think is is very good. Um we we had hypothesize restricting restricting parking at school as being a consequence of that. Um, but we never had any third third

057time offenders this year. So, we never had to roll any of that out. Uh, so that's something else that I was uh very pleased with. That was one of the things that I got complaints right away at the school year is like the kids are always flying around the school. Um, and so that was something that I think that it was enforcement, but it it didn't involve writing tickets or anything else like that. >> And I think it's a great example of really almost a microcosm of the work Brad did this year. But he could have easily just been a ticket writing machine uh on the corner and you could have done that every morning and did not. It was proactive work uh to make sure that you wanted to just have kids slow down,

058eliminate some of the fender vendors we saw in the parking lot uh and keep everybody safe. >> Yeah. Yeah. And I think we'll talk about a little bit later too, but just our working emergency preparedness um and just, you know, our repeated meetings of um all our, you know, local local first responders and just making sure we're prepared. um has all been stuff that I've really enjoyed u making sure that we're we're we're as prepared as we can be for those things that are are worst case scenarios. >> Thanks, Officer. So, we did promise to bring the board back kind of a year review in terms of documented interactions uh with the Verona Police Department. Uh and I I I after we got this data um last week at the very end of the week

059um I um had Lieutenant Hatfield pull comparative data from the year before um and uh we had certainly more calls for service and Brad can talk to you briefly about that. So a call for service goes into essentially the your police database. Correct. Correct. Um, so anytime uh he's called into an issue, he takes notes on the day uh and uh and essentially starts a log for for an incident. Uh so 414 times this year, Brad officially documented something he was doing for our uh school district. 273 calls uh were not related to truency and 141 were related to truency. Um, so our truency effort, maybe down the road, that's even potentially another topic before we'd be interested in in an update. But you do know the last couple of years here we've put together

060a a campaign for coming to school more often. It is tied to our school report card uh and is certainly very important in terms of uh student engagement and student uh student outcomes. Um, and Officer Soul worked very closely with Whitney, our dean of students, and our administrative team this year in particular at the high school and ended up giving some truency tickets. Uh, and the board should know that that is like step five in terms of truency interventions uh at our school to make sure we're continuing to build essentially truency fix it plans before it gets to officer school's desk. Um, that is a continued work in progress for us. We're going to end up with a new uh municipal judge here uh in November. We are very interested in partnering on some more

061proactive outside the box things uh to involve families, involve Brad's work to essentially it is the law, you have to come to school um and continue to be as proactive as possible in the work related to truency. Uh with that being said, there were 63 times Brad was called into action that essentially uh there was an incident uh that rose to the level that enforcement could take place. Uh 22 of those times ended up uh in a citation being issued. So uh essentially as far as the school year goes, twice a month uh officer Stall ended up uh writing a ticket. could have been for something like speeding. Could have been for something like a student brought a vape for the third time. Uh and an assistant principal said, "We told mom and dad after

062time two if there was a THC vape back in the school, Officer Soul was going to step in even though he could have written a ticket on incident one." Um and uh in the end, all of the arrestable enforcable events, Brad said, "This is a verbal warning. is a written warning or I'm going to document that I could have intervened with a citation and we're going to let the school handle it. Uh so, um two out of three times when we kind of had the cop in the middle of it, uh Brad elected not to write a citation and elected to have the school handle it, which again I think is uh it kind of shows that he was not here uh to be a ticket writing machine. In fact, quite the opposite. Um, back

063to the data I had, uh, uh, Lieutenant Hatfield pull, uh, last year, um, we had fewer calls for service because we didn't have a police officer here. U, but, uh, we ended up with 14 disorderly conduct tickets coming and and Brad could have been one of the officers that wrote one of them when he came off the street, uh, to do so. And this year we had five disorderly conduct tickets uh which uh is usually the time you have a fight or a larger disturbance uh where we would have ended up calling the Verona Police Department uh for something that took place in our school. So that got cut in by by twothirds uh just this year which again I I think shows we're doing the right work. come to school more often and if

064you have a bad day again we're rounding a city of 1900 uh students on any given day and this is uh this is the sheriff of that city along with uh Dr. Cox now. Um, we're not necessarily interested in writing you a ticket every time you you step on your toe, which I I think is a really good thing. So, I think that's again promising data. If anything, number of citations uh did the exact opposite of what some people may have been concerned about when we brought offer stolen. >> We just kind of pause there because there's so much that we talked about proactively as a board in anticipation of this role and the idea of not becoming a punitive organization. Um, and we all, you know, with big hearts and empathy, recognize that adolescence

065make bad choices. And that's just seeing you all work as such a collaborative team to allow some of those stepping toes. I heard you say, right, that it's not for lack of consequence, but I saw in your newsletter about awareness, not punishment, and I just I love how you phrased that about giving this giving students a chance to learn um without, you know, just turning a blind eye. Um, but I'm just so appreciative of just the philosophy that I'm hearing back echoed to us after kind of what we had discussed going into all of this. >> And I'd like to say something really quickly. What I really love about the security at the Roma is the the the polls to the students whenever we we interact with any of our student population. It's like we

066interact with security and they know the the they know the full history, the full story of the student. They're able to to articulate to us before we even meet with the student uh who they are in fact and what they're dealing with outside of here >> and and that's a blessing to be able to to meet with security, get that information before we even meet with the student and we we know who we're talking to. So, and I haven't seen that anywhere. you know, for welding does a really nice job of that. So, I just want to thank you for that. >> Th those relationships and knowing those students deeply during times of crisis pay giant dividends. If you don't if you don't kind of know what making the student tick, when they're having when

067they're having that bad day and we don't have a relationship built, um things don't go as well as they. Yep. U we'll zip through this rather quickly, but uh this is in alignment with state law. Uh we do a couple things a little bit extra here uh in the Veron area school district, but we do the standard uh monthly fire drills, semianual tornado drills, uh quarterly uh quarterly critical incident drills, uh and then we also did tabletops uh for the second year now. Uh two times a year at every school, Officer Stole uh and Lieutenant Hatfield participate in those on a regular basis. I think Brad was maybe in a training for one, otherwise attended every single one we did all year. We've got um Officer Stole, I don't know if you want to intro

068this cool picture. Uh this was our our last uh fire here. >> Yeah. So, uh I do have my federal drone license. So, I'm going to fly the drone. So, actually, you can't see it here, but I actually partnered with the fire department. So, we're at the bottom of the screen just out of view of the camera here. Uh, but so I did have one of the lieutenants from the fire department come out and so we could actually uh take a video recording of our fire drill from the air from the outside so we could see how that evacuation happened. Um, and so what the goal uh in doing this was to basically see how much space in the parking lot our student staff body kind of takes up. Um, and that way we can

069uh map it out a little bit better with the theory being um if for whatever reason there is an actual fire at the school and for example we need to find Miss Smith's class outside um if we have a general idea of Miss Smith's classroom is on the second floor norththeast of the center bridge. Um having mapping it out and having a a specific designated area where that class should be. you know, they should be in the front parking lot between these set of tent stalls. They should be somewhere in there. Uh that way in the case of a real emergency, we we should have a general area that we can go to right away and start yelling out for Miss Smith miss class and we should be able to find them really quickly. Um

070that that being so that we're not expecting a class to be in the front of the building, but they're actually in the back of the building or something else like that. Um just trying to save those seconds in case of an actual emergency. Um and so by taking this video, we were kind of able to see that. We also identified some other areas of improvement that would pass along to our building emergency response team uh like making sure our roadways were completely clear. We had some spillover of um some classes that were maybe not wanting to get fully uh out of the roadway and away. Uh they wanted to stay kind of close to the building, maybe get back in and just some feedback that we got with being able to see here that there

071was a firetruck emergency vehicle coming through. Uh technically the road was a little bit blocked. Obviously, I think our students would move out of the way with a air horn being blasted at them by a firet truck, but um just those little rooms for improvement. >> Thank you. As a reminder to the board, we implemented a slightly different standard response protocol this year. This was brand new uh for our school district, all staff training, all student training all year, and we drilled it uh non-stop for the year. the board actually uh some of you actually attended uh one of our reunification drills. Uh so that was a a work in progress for the year. Reminder, we uh we told the board we were going to implement Navigate 360 which is a software tool with an

072app that has all essentially all the stuff stored. Uh when Nate has to turn in uh our um compliance report uh on a on a three-year basis, all of that stuff exists in Navigate 360. So that's been uh that's been successful but a continued work in progress. There was an example that we shared with the board in terms of what we were doing. This was a country view drill uh for a lockdown where they were taking attendance. This is our monthly meeting with all of our first responders, EMS, fire, uh the Fitsburg Police Department and the Verona Police Department. Uh and uh Ryan Cox typically attends it. I'm there. Michael's there as well. Uh there's Lieutenant Hatfield sitting next to Officer Stole. This is our monthly check-in. Just more than anything, it is information sharing

073and uh relationship building, but this has been very uh they're all invited as well to all of our safety all of our tabletops. Here are the tabletops we did all year. Um and uh lots of first responders attend those and find them very useful. Get into our school, build relationships with staff members, pose questions that maybe we haven't thought of. Um I for the most part uh along with Michael build those scenarios out and bring them in uh cold for school staff to discuss and as the year went on they got uh kind of worse and worse like your worst nightmare in terms of something that could happen at lunch that we never want to have happen but we're going to at least talk about it to make sure we're prepared um and ask some

074questions about it. So those were uh incredibly useful all year long. A reminder of the board, we've got Wisconsin Act 143 uh related to school safety. Uh for the most part, Nate, Michael, and myself uh um are the ones tracking that work. Nate helps us with the compliance piece when we have to hand it into DPI um on a three-year cycle. Nate, we have to be back by December 31st essentially uh to get the board to sign off on it. >> Yeah. within the three years and three years since you guys have last voted on it might have been like December 12th 2020 December something. >> So it will likely be back sometime late fall early winter and it will not be a full presentation like this. It will essentially be the board viewing our

075district-wide safety plans records of our drills uh and sign off on the fact that we're doing this work, but we're presenting it to you a couple of times a year so you're aware of it. Uh so we've got that ahead of us. Um, we're going to continue summer planning. And again, this is uh this is non-stop work that you have to continue to refine and stay on top of or you fall behind and uh all of the progress we've made can quickly slip. We are here to answer any questions that you haven't already asked. I just want to make a comment uh that helps with um the always there planning process with our gender peace committee and um thank you for officer soul for attending and having a table. My family came up. We were

076again welcoming and happy and I saw lots of other families also go there um as well. But during the planning process, uh, you know, there was a concern about these political times and whether we're going to be safe as a community and absolutely have your presence there, uh, provided that safety and and again, as we talked about earlier, as we're uh, contemplating this program last year, one of the main concerns was making sure that all of our students feel safe and that is exactly what we provided. So, I want to thank you for that. >> I appreciate it. I thanks to the planners for reaching out to me because we did have a couple meetings with um some of the staff adviserss at the high school during the day to kind of go over um

077you know my perspective on safety and security and on some things that they could implement beforehand in the event um just to make sure that that that we we we thought about things before they happened in the worst case scenario that they do happen. It you know when we're when we're doing it live it's not at least our first time thinking about it. So, I thought it was really good that we sat down and kind of thought that through beforehand. >> I think there was a a police car up front that was uh had some artwork on it and my kids saw it like, "Oh, love the car." So, you know, I think >> well done. >> Thank you. I just want to share coincidentally I think it was just in the last week I

078saw a New York Times article from another state that was drawing attention to I'm going to say policing in schools um because sadly that was absolutely what the article was talking about and I just was so multitude of emotions about seeing things happening elsewhere that really reflects everything we didn't want this to be and then being able to come to this table to have these conversations and to re-educate our community about what an amazing blessing this partnership is and the impact we're having on students. Um the no news is good news. I I literally hear nothing about this topic as a board member and that to me means there isn't reason for people to feel concerned right now. Um and I know that's a generality but right just we I've heard nothing. Um, so yeah,

079it was just a really shocking thing to see and then to just extend my gratitude to all of you to our administrative team to chief I mean officer stole just the fact that our students see you as just a light and a joy in our building is just amazing. So just a lot of gratitude. >> Yeah, thanks for that Jen. I I think the policing and school can get rolling uh when uh the the rest of the folks in charge of the relationships in our building >> turn to officer stole uh and uh expect Officer Stole to maintain order in our hallways. That isn't his job. His job is to build relationships. When we have a a a bump in the road, he intervenes and helps us sort through it. Uh but it's not his

080job on a daily basis uh to maintain decorum in our halls. Uh and it it can go south in a hurry and he would hate his job uh if people were turning to him and saying, "Why do you have so many kids in the hall? Why are they so loud? They just swore write him a ticket." That's not happening uh here and it can't. So it it but it takes us continuing to tend to this to make sure it stays as positive as it is. The last thing I wanted to say, I appreciate how incognito you are in the school that it's not this security police presence. Like when I saw you in the school, I was right there. >> Just blended right in. >> Yeah. He's not in full blues every day. >> Exactly.

081And I think that releases or eases some of the anxiety that that some students may have. >> Yeah. Yeah. Like I shared before, I think at our last board meeting, I like to work just kind of in the atrium as much as possible. Um, you know, based on whatever is going on. Sometimes I do need the privacy of being locked away in my office. And that's just the nature of the job sometimes. Um, but I do try to set up as much as possible in the atrium and just be that visible presence. And like Chad said, you know, if a kid comes up to me, I'm not telling them to get back to class. Um, if they're talking to me after five minutes, I might say, "Okay, now class." Um, but I want them to

082come up to me and to have those discussions. And it's amazing the amount of the amount of questions that exist that they've just never been able to ask, >> right? >> Um, and you're a parttime lawyer lots of days. >> Yes. Yes, I am. >> Yes. The amount of questions that I've gotten from the auto shop on can I modify this on my I don't think so. >> I'm not a trooper. I don't know that exactly, but uh um I so I think just having that access and like I said, as much as possible, I want to be accessible. And it goes for staff, too. I've actually been amazed at the amount of staff that have come up to me with questions just about a lot of general legal stuff. Um and just scenario based

083questions on what if this, what if that. Um and I think that just comes out to to to just having the access really available. And I try to be out there as much as I can just, you know, based on my availability on everything else because I do I do cover all the other schools. I So I'm not always at the high school, but sometimes I get to call to some of our other buildings as well. >> We talk about everyone who works with our student scholars in all capacities as being an educator and just how you just explained that you're just you're on our education team. >> Yeah. >> Thank you. I would like just to say thank you for the transparency that you're bringing to this both you know all especially the BPD

084and with our our uh BASD team. So the transparency is building trust and that is something that you know I'm seeing reflected in again the lack of comments. The comments that I do get are about the Wildcat Cruiser and I get a lot of positive comments which I was kind of like that is pretty cool and it's a you know and what's cool is that it's a visual uh representation of the partnership that BSD and DPD have which builds trust in the community that everybody's on the same page for safety as opposed to punitive measures and that um clearly comes back to again the transparency that you've come to this with and the trust that you build. Thank you. Thank you. >> I would like to thank all of you for giving us the opportunity

085um to be in the school as we started the presentation. You know, it was a bit of a gamble. Not sure how it was going to be received. Um and you know, we went into it with the mindset that acknowledging this is an educational facility and that is the you know, primary effort. We want to be here for safety first, building relationships second, and enforcement is third. And then there's, you know, a variety of ways we can do that enforcement. So, um, I am very pleased with with Brad and how he is carrying out our mission and, um, just grateful that you gave us that opportunity. So, thank you. >> Thank you. >> Thanks for >> Yeah. Thanks for being here. shifting to the growth and development update. Um, if it's okay while the team

086is settling in, if I just kind of ground us back a little bit in like where we are kind of for the community sake, but even for board members, you know, we had a lot of material to preview. Thank you for the slides, all the links. Um, as a recap board, I think we've prior to this kind of coming back to review curriculum, we got to share a lot of philosophical frames and thoughts back when the committee was coming together to review our curricular resources and then with the charge of this team that's going to be before us about making recommendations for curricular resources moving forward. Um, I'm excited to hear the updates and I feel very rest assured having previewed the depth of the things that you have and the links that we're going

087to hear reflected back kind of all of those previous things that we really elevated and I am saying we um and I want to draw attention to that that I feel like our board was really philosophically aligned in ways with this moving toward your group that I'm really excited about and proud of. Um, so I just want to kind of ground some of that and then turn it over to you all. >> Awesome. Thank you for that Jen. Yes. So excited to be here take you through the halfway point of the slide deck tonight for slide 50 if that's helpful for anyone but excited to share a bit about human growth and development. This the slides and the curriculum renewal process will seem very similar to you all. You've seen it for science, you've seen

088it for social studies. We really followed a similar process this time. The differentiating factor for human growth and development is that unlike our language arts curriculum or social studies or our science, the board wasn't necessarily approving the selection we made. you you were giving us permission to purchase that because it was over the threshold committed. Human growth and development is different and and is the only curricular resource that is fully within the board's purview. And so following the direction of the board based on the committee that we held last year and getting the input of our community, bringing that back to the board and then taking the charge from the board to then go forward and go through this curricular renewal process has has really been our um of the the way in which we

089followed along with this. And so to your point, Jen, we're here back tonight again following back up with the board, sharing our recommendation, but knowing that this is this is the area where we get to test out. Here's what you heard. here's what we heard from you. Here's how we've carried out that process. Are you seeing alignment and then ultimately getting to vote on that moving forward? So excited to have the team that was charged with helping us move forward in that curriculum renewal process with us here tonight. So we have Adam Zincshine, director of pupil services, Mary Harden, who's a new educator mentor and has just a depth of instructional practice knowledge that was super helpful in this process. and then Laura Marty, one of our elementary school nurses who helps to deliver this

090content and help us to think about what's medically accurate um and brings that lens. So, gratitude to that team knowing that they spent some time and we'll walk you through so you get to see each of those team members. But know that it was a big chalk and not a traditional this is not a place where we have curriculum vendors knocking down our door sending us lots of emails asking us to adopt things as we do in science and social studies and language arts. the team really was charged with having to go out, think about what was in the state statute, build some standards, think about what is our philosophy as a district and what we heard from the board and then match the resources with that. So with that, I'm going to turn it

091over to Adam to get us started. >> Thank you. So um in our curricular resource adoption process followed some very similar guidelines and commitments as with um other curricular areas. And so these are some things that we remain committed to as a district in any curricular resource review and adoption cycle and have very much guided our work on our team. Um also uh drawing back on again it's been a two-year process um from the kind of board designated advisory team and then the feedback that they gave to our board that our board then summarized with guidance for us that then we made a part of our process. um can see linked in here um the summary of that feedback last year um right around this time of year um can see LinkedIn state statute here

092which is something that guides um all of this instruction and we must meet and then can see below summarize the feedback that we got directly from our board that became a part of um the process that we used to review the options available and I'll ultimately make the recommendations that we will make today >> and thank you for that reminder two years wow reviewing the feedback and the questions like reading that again was so helpful to me to get grounded back in all the previous discussions that we had had leading into this kind of preview tonight. So, thank you. >> Yeah, and we hope that through this presentation today, coming back to this slide, you will see those bottom four things uh very much a part of the things that we're going to speak to

093when we make those recommendations. that idea of um valuing an a consistent structured curricular resource. Um one that allows for improved family access and transparency that uplift student voice is much more inclusive than our current options and recognize the importance of just developmentally appropriate and inclusive content. Those things are not mutually exclusive. So you can see our amazing team um joined by two of those team members today. Um we are lucky to have two nurses, two counselors, two health teachers, all folks that live in supporting and directly uh providing this instruction. We have two from elementary, two from middle, two from high school, and then Leila Titzi um joined us teaches that instruction in Spanish. And then Ricky Conwell does some work um in supporting essential elements for some of our students with IEPs in

094this instruction, too. So we had a very diverse uh team in input across levels and roles. So before each meeting um we took time to ground ourselves and review what our purpose was and what our purpose wasn't. Um it was very important to ground the direction that we gave uh we were given from the board but most importantly state statutes. Um our team existed in this process to make sure that we were identifying and recommending a resource that meets our standards um that we've we've adopted as a district and meets state statute and to identify a curriculs where instruction takes place. Um we are very clear with our team that we are not an advocacy group making ideological decisions for our district. That is the charge and award. um as well as we're not making

095decisions and we saw a lot of things in the different curricular resources about grade levels that that might um support that for the purpose of our team we were making a decision based on the grade levels we currently teach in which are fourth grade, fifth grade, sixth grade, nth grade and 11th grade. Um and and can see again see statute guides the process by which all of this plays out. Um and so uh the other thing that we did not make any recommended change to is the way that this instruction takes place in our district which are we are very currently normed in providing instruction to full classes. We are not separating genders to do this instruction and we make no recommendation as a team to change that. So here is the scope of our

096meetings. Uh we began meeting in early February and our meetings carried through late April. Um we began by spending an entire few hours rounding in state statute. That was very important for our team to fully understand that. Um our next meeting was grounding in the standards that were going to be guiding this decision- making and the guidance given from our board um from the last year of ad hoc advisory committee work and discussion that we had here um at these meetings. Uh from there using state statute our standards and our board guidance we crafted review criteria to use with the different vendors that we were going to explore potential adoption for. So we began that with our first vendor at meeting three and then carried that through with our existing vendors selecting finalists and identified

097plan to pilot a lesson from each of the curricular areas. Uh from there we got feedback from those that did those pilots. We gathered feedback um from staff and generated some very specific gender questions based on the careful review we did up to that point and then we had individual meetings with each of our three vendor finalists that led to our final recommendation as a team. So although Adam just gave us a high level a highlevel view of our process, I'm going to highlight some of the things that make our process unique. Um even though it follows the same process of all the other curricular renewal teams, the unique nature of human growth and development, just wanted to highlight a few things. So, like Adam said in our first few meetings, grounding ourselves in statute

098and standards, um because our board specifically told us and gave us these um charges to have a more consistent and structured curriculum to um do all these things, we needed to again make sure that everyone was rooted in our standards um and our statute because again, very important. So, I just put them up there on the board in case we needed to review them. One of the things that we did specifically was to actually spend time processing, not just reading them, but actually unpacking them. So, in order for us to decide if this resource that we were looking at actually met the standards, we needed to actually know how to read the standards. And one of the cool things about our group of uh educators on our team is not everyone has a more traditional

099teacher role, right? So, Laura may not actually work with standards in her day-to-day as an elementary school nurse. does a million things. Um so making sure that we actually all understood that. So that's kind of evidence of our work there. Um once we had a good understanding of the statute and the standards, we needed to really process and think about making that evaluation tool again similar to all the other renewal teams, but again we wanted to really pay attention to what made our area unique. Um so we needed to consider a lot of different things. So when we made this criteria tool, of course we had to ground ourselves in the actual language of the state statute. We needed to think about the things that the board had and ad hoc team has put forward

100to us. We also because of things like wanting to be more inclusive or developmentally appropriate, we need to really think about things like our equity framework and our teaching for learning frameworks um and the new standards that we had. And then another thing that we spend a lot of time in is understanding what truly makes a high quality instructional material. Right? We say the word curriculum or curricular resource. A lot of people have a lot of different feelings or understandings, but we needed to read the research on what actually is that and we spent some time doing that. Um based on that, we used our um knowledge of that to put it all together to create our evaluation tool. some things that are very similar to any of the other curricular resource adoption tools that

101you may have seen. Things that I think are really specific, again, not just standards, but our understanding of our statutes. Um, one of the things is that we needed to make sure that our resources that we were looking at and recommending were going to be medically accurate. So, something that was real important to us was up todate and will be continued to update. So, making sure that there's evidence of that. Um, and then also understanding what inclusive and culturally responsive looks like in this situation that may be different than science or ELA. So, really thinking carefully about what does that look like in this realm. Um, as we did that, we reviewed and rated three curricular resources. Um, all the resources had actually pretty similar ratings. So, we went forward and piloted all of them.

102Um, all three of them. Um, making sure to be in compliance with existing statute. Um we did pilot a number of lessons um and received feedback largely from the teachers from the lesson um and really there were a few that really rose to the top um in looking at not only that medical accuracy, that inclusivity, but also what's engaging and um reasonable for a teacher to use because human growth and development is happening whether it's in um a short little lesson with fourth grade or as a part of a larger block of instruction, right? So, making sure it was flexible. So, that's the feedback that we got. Um, and as Adam already touched on that vendor presentations um and our final recommendations is that we actually worked really hard to really consider um the questions

103that we were asking um because we needed to ask more than just um you know, is it easy to use or is it engaging, but we needed to really dig into some of these things. Um we also um uh were able to really listen to vendors as well as one of the resources um does not have a vendor but rather we were able to actually talk to real people who use the materials. So that was a unique and really cool experience that we had. Um once we did all of that, like we said before, the people um on the team got to review on their own all of the different things that we've been looking at, whether it was uh they looked at our standards, they looked at the statute again, um all of the

104examples and desk copies of the resources, um our compiled pilot feedback, um we had compiled answers of all of the either notes uh from the vendor presentations as well as many actually most of the vendors um wrote detailed responses to our questions on their own and send it back to us really thoughtfully. Um and so the team was able to review those, think about them and make their own um recommendations. So with that um we have recommendations for the board today um and feel that each of these resources knowing that these standards or the curriculum uh align very well with the criteria that was given to us for consideration as well as attending to both state statute and um our identified standards. And so at the elementary level um our recommendation is that we adopt

105the three Rs and that is a resource uh from advocates for youth. um you can see here some of the areas through our long many weeks of evaluation where we felt that this uh resource really stood out. Um things that I will call out beyond just availability in Spanish which is a big thing in our district where some of this instruction might happen in two immersion classrooms um was the developmental appropriateness of it while being medically accurate. um just engagement and the ability for just just teacher use um as well as opportunities for uh some flexible diverse uh assessments and that's something if we teach it we need to be able to assess student understanding of that. This lends itself really well to that. Um some things I will I was going to say I

106think we can go through these next two pretty quickly just further information for the board a bit more about each of those resources. >> Yep. And what I will point out um specific to some of the uh charge we were given is just the inclusivity here and the design of the instruction and the family involvement piece. Um this is a resource that uh has many homeschool connections that support conversations at home knowing that we are here to teach information. We are not here to teach values. That is a conversation that this curricular resource supports um conversations at home with families. Um at the secondary level um our recommendation is to adopt ETR Healths smart. What makes this curricular resource unique is very much like our instruction. It is a health curriculum where there is a

107human growth and development unit embedded within it. ETR Healths smart is a health curriculum with a human growth and development unit embedded within it. You can see all the areas where this curricular resource met our clear evidence on our evaluation tool. many were very similar to the three Rs and some information here also of where this resource uh we feel uh really much stands out. We'll say again the idea of inclusivity, cultural responsiveness and again those strong family school connections. This is another resource that supports conversations about this content with families at home to encourage those discussions um teaching information and facts supporting those values and beliefs conversations um at at families homes. Um so to support instruction here we have set aside two days in August to support those that are leading this instruction.

108our nurses, our health teachers, and in some cases our counselors uh based on our board vote today. >> Okay. So, with that, we'll take you all the way back to the guidance that we provided or that you all provided us with at the beginning of this, as Adam reminded us, two-year process and really those four bullet points that we tried to ground our entire process in and and hope hopefully you're seeing those reflected in the evaluation tool, the criteria that we use every step along the way. and um really checking our final recommendations to make sure that they met each of those each of those goal points. So, we'll pause here knowing that the board will move forward with the vote at some point, but we'll answer any questions that you have in the meantime.

109>> More of a comment. I'm so glad you said a family involvement piece because when this first became I I don't want to say an issue but a topic. The main thing I was hearing from parents was their their discussion with their child and in some cases a lot of cases it seemed like the student had more information than the than the uh the parent and now it sounds like this is bringing it full circle and making sure that they're all on the same page. So this is this is beautiful. I think that was a not missing piece but the necessary or essential piece when we started this. >> Yeah, that family access and transparency was one of the bullet points and we looked at resources. Not a whole lot to choose from and this

110was one of the layers that we wanted to make sure it was really clear so that we could also be transparent with our families about what are the lessons and really give them what they needed to have those conversations at home. >> Yes. I agree for the standardization as well. If we go forward with the adoption of curriculum, I think that's incredibly critical and that's some of the feedback that I heard going into this process early on. I would say um also the family we've all been to. I just told mom you were wrong. We talked about I said you're totally wrong. Um but uh I would also love a little more detail. Um, and we don't have to go here like great detail, but I love the the piece around inclusivity. Um, can you

111give me just a little bit more detail about that in regards to grade level and appropriateness? Um, how do we approach that that we're thinking uh inclusivity across grades? >> It really builds it builds over time. I mean, that's where the developmental world readiness piece comes in. And so kind of in the upper elementary level, you know, starts to cover kind of that distinction between biological sex, gender identity, sexual orientation with a real focus on just definitions to help students understand the idea of that to reinforce that identity, including gender identity is um just a natural part of human diversity. Um, I think part of the the standards also cover that idea of um, you know, avoiding the social isolation and bullying that can often be targeted against students who identify in different ways. And

112so it leans into that and then continues to build from that as students get older to get more into sexual orientation and things like that just to help support students making healthy choices with their body regardless of what their identity is. And that's so key and builds to some some um kind of heavier topics, you know, looking at which the statute requires that we cover things like sexual violence and making safe decisions are things that are covered much later. That is not a fourth and fifth grade topic. That's something that we get into later as well as healthy choices and safe decision making online and through social media and different stereotypes that can affect one's sense of self through that are things that begin at the fourth and fifth grade level and build off of

113it. Uh thank you and especially around um the bullying piece etc. I think this is so important to just uh that this this depth uh for some some students may be the only time they ever have this discussion and mom I love you. I was just joking to listen. Thanks >> Mary I just appreciate how you've just framed the whole process. I mean, right, we've recently heard of curricular resource processing and aligning the standards and the standards deep dive and everyone being on the same page and piloting and just we've just heard the little added layer of really what you all kind of disentangled um you know philosophically, statutoily, academically, I mean so much that your team did. So, first and foremost, I can only imagine captured in like seven slides, the number of hours

114that you all did this work just I can tell from the summary, this was not a quick process. Um, so I thank you all immensely. You know, having this board say we want to trust the educational experts in our district to do this work to bring a recommendation back to us. Thank you for being that team that did that. um so appreciative of the level of detail and information and just the process that you all did. Um and Laura, I don't want to put you on the spot, but is there anything you want to add just, you know, again with your unique position like Mary said that you don't typically live in the land of academic standards, but just any sentiments or thoughts that you want to surface? >> I can really just echo a

115lot of what you just said just not to bringing that teacher educator lens, even though I understand I'm an educator part of I'm embracing that. best my ability. Um, it was really helpful the way that they broke the process down for us so that we made sure we were covering all of the steps as we went through and kept all of those other things, the state statutes, the standards that we were working from in in our thoughts as we were really examining the resources. So, the process was well thought out and took a lot of time and was done well. >> Well, you couldn't have done it without your medical. Yeah. Yeah. And you you'll be surprised how much inaccurate medical information is out there sometimes. >> So fascinating. >> Yes, it is fascinating. So

116>> just Yeah. >> Well, you did have one of the best instructional leaders I think we have in this district sitting next to you. So >> yeah, >> it was fantastic. >> Great. >> Board members, any further questions? we can kind of jump then into board action if we want to since we have the team here. We are kind of in the richness of this scenario. I'm going to ground us one more time in kind of where we've been and what our charge is. Any other pieces before I do that? Um and Amy, I just so appreciate how you kind of grounded and reminded our board and the community. We have voted on science curriculum. We have voted on social studies curriculum for the monetary vote, not for the blessing of what the team chose

117for curriculum content. So this is a distinct state statute. So if you all don't mind with some of these things that are kind of embedded in state statute, I am going to read to make sure that I do this correctly. So we are going to move into the board action piece then of our human growth and development agenda item. Um, so just a brief reminder, the board previously appointed the statutorial required HG&D ad hoc advisory committee under Wisconsin state statute 118.019. Um, the committee's charge at that time was to review the district's human growth and development curriculum and to report on the current condition and we heard areas of strength and areas of improvement at that time. That advisory committee process concluded in May of last year, which we also agreed that was the charge

118that that team did and we moved on. Following that process, our board directed administration to move into the curricular resource review and adoption process, which is what we had just heard about. So tonight, our board's role is not to restart an advisory committee process. We've now we're now being asked to take the statutory action and follow from that work. Um, under Wisconsin statute 18.019 019 sub2 because the district provides human growth and development instruction. The board is charged with establishing the curriculum for that instructional design. So grounding us back in our statutory obligation. At the same time, the statute requires the board to determine whether and if so for what subjects pupils will be separated by gender during human growth and development instruction. And we have a recommendation from this team. And Adam, you've shared

119current practice along with recommendation. So, with all of that said, I'll accept a motion to establish the human growth and development curriculum as presented, including the recommended curricular resources for grades K through 5 and grades 6 through 12 as the district's human growth and development curriculum pursuant to Wisconsin statute 118.019 sub 2 and to accept administration's recommendation that pupils not be separated by gender during human growth and development curriculum and instruction. >> To approve. Thank you. Is there a second? >> Second. >> Thank you, Corby. Any further discussion? All those in favor of I'm going to just I know there's a slide that says exactly what I said, so I'm going to it so I don't have to read that whole thing again. All those in favor of approving um the motion that I said

120establishing the curriculum pursuant to state statute that pupils not be separated, signify with I. I. I. >> Any opposed? Okay, thank you again and please extend our gratitude to the rest of the team members that um did this work. Super appreciative. Thank you board. >> Yeah. All right, moving on to promisary notes. We get some finance tonight. Mr. Whezzy, >> this is about my last one and done slide. little hopscotch agenda tonight. Uh so after further review, uh we and you know it always gets messy when you involve lawyers. Nate, plug your ears. Well, um we have uh outside council uh um that is our bond council. Anytime the school district borrows money, uh there's typically a bunch of paperwork that comes along with it. We were in touch with our bond council prior to

121all of you reading into the minutes, if you recall. uh approval of borrowing interest free money from Lbridgeidge Bank for the scoreboard. >> Upon further review, Alice and our bond council got back to us after we read it into the minutes and thought we checked every legal box and said, "No, I'm going to send you some more paperwork." So, uh, we are here tonight to have you revote on, uh, the resolution for us to borrow $399,000 and change, uh, in, uh, an obligation promisory note through Lacage Bank at 0% interest, uh, to finance that scoreboard potentially over 10 years. They're actually encouraging us to make minimum payments because then uh, we have kind of more cash and reserve related to fund balance. and Lori has a whole bunch of paperwork to sign after this vote

122tonight. So that's all I have for you. This is just a a revote to make sure our bond council's happy with the way the district borrow money. >> Wonderful. So does it then again make sense for us to take that vote right now? >> That'd be perfect. >> Great. So, with language that I have, um, and accept a motion to approve the resolution authorizing the issuance and sale of a $399,722.98 taxable general obligation promisory note. >> So, move. >> Thank you, Joe. Is there a second? >> Second. >> Thank you, Meredith. All those in favor of approving the resolution for the authorization of the sale and promisory note as mentioned signify with I. >> I. Any opposed? >> Thank you. Thank you guys. Joe and then >> Yep. I have all of those things afterwards.

123>> Thank you. >> Okay. Thanks for that revisit. >> All right. In case there's finance questions. >> Wonderful. >> I'll run slides for you. We've been going kind of around the slides, so making sure we're on looks like slide 80. >> Hi, Michelle. >> Good evening. How's it going? >> Good. >> Great. >> I'm not going to be as exciting as Amy and Chad and the labs, but >> but this is exciting. >> It is good. >> Bond resolution. So tonight is a quick overview of the insurance plans that we offer to the employees of the Verona Area School District as well as two actions that we're going to need the the board to take today. One is uh considering the renewal of Dean Health Plan and the second is our long-term disability coverage. So

124holistically overview our health insurance plan is through Dean Health Plan we offer an HMO, a PBO and a point of service plan very comprehensive. Um we switched to Dean health plan this last year. So about a year ago we had a comprehensive switch from GHC to Dean. Um a majority of our employees are actually enrolled in our health insurance plan. So if we look at our data 74% of eligible staff are enrolled in our health insurance plan. Of that 72% are enrolled in family insurance coverage. So a majority of our employees take family coverage. And 96% of our employees are enrolled in the HMO plan which uh provides the best coverage and kind of the the best management of where people go for healthcare choices. That was a question that was brought up this last

125year when we moved from GHC to D was the concern that more people would take the point of service plan and we've seen holistically a majority of our employees are taking that age plan which is really good news for us um because our plan is so comprehensive and the commitment that the district has paid or has made to pay 89% of the premiums. I think it's also important for our public to understand how much healthcare is for us here at the district. So a family plan right now costs almost $21,000 a year and the single plan is almost $7,500 a year and the district pays 89% of that for all of our employees and coverage. This is a significant investment in our budget and the well-being of our employees and I want to thank you

126uh for allowing us to be able to invest in this way. This last year when we um created that new relationship with the dean, we built in a 2year rate cap guarantee and that rate cap came in at 7.9%. So that means that dean cannot increase our premiums by more than 7.9%. That's for this year and that's for next year. And what felt like uh 7.9 seems high actually helped us significantly this year. Um, so as we step into what 26 27 will look like for us if we stay with the dean, I want to go back a little bit on how health insurance premiums are calculated. We are a large enough group that our premiums are based on our utilization. So we uh have Dean look at the number of claims that are coming

127through, what is being utilized, and they tell us what our premiums should be. Um, we also prioritize our employees making strong relationships with their healthcare providers. We have pushed on and on and on on how important it is that staff see their doctor at least once a year with their wellness assessments. And uh, when we switched from GHC to Dean, we had a very strong campaign where we wanted employees to start making those relationships right away. That meant that there were a significant amount of claims that hit our insurance plan. So far this year, every employee, every dependent, every spouse, every person covered has seen their doctor at least once or if on multiple occasions. And what we know is uh our renewal plan is based on claims and we can only see a certain

128time frame of claims for when those renewal conversations come in. So Dean is basing our renewal on claims from July 1st through January 1st. about a half a year's worth of claims, but because we've asked everyone to go in and make those relationships, we're actually seeing really high claims utilization. So Dean is saying that we're running at 150%. For every dollar they're collecting in premiums, they're paying out a $150 in claims and that is because we've squished in so many people to be able to see their doctors in that those first few months that Dena is saying that we're running heavy. And so the rate cap guarantee has actually helped us If we did not have that 7.9% rate cap guarantee, we would be coming in much higher for renewal premiums for this upcoming year.

129>> Like we double >> absolutely. Um I also did some research on other districts in the area who do not have rate cap guarantees and what's happening in the world of healthcare. MMSD just came in at 17.3% for their renewal. Um, Guani, who has Dean came in at 11.9% and they're making plan design changes. Um, Deorest came in at 6.5%. They are the lowest. We're next. Um, Stoton, it was coming in at 21%. And they are shaking it up and they're making huge plan design changes. Um, Evansville came in at 10.2. ETF looks like it came in at around 11.5. So, our 7.9 is still a really good deal for us even though our utilization was higher. And that utilization is good utilization. But I think this speaks to a bigger problem that we have

130no control over, which is the world of healthcare. Healthcare costs are rising. We have prescription medication that costs thousands and thousands of dollars a month that are being given to people to extend their life to keep them happy and healthy and engaged. And we're battling that balance of um the cost of healthcare and keeping people happy healthy. And we have no control as an employer on how healthcare companies are negotiating how much UW is going to charge for a service, how much SSM is going to charge for a service. When a doctor refers someone to one provider or another, we have no control over that. So that rate cap guarantee protects us. So with that, um, there is work that we still need to do. um we would have presented this much sooner except for

131the fact that I was still negotiating with Dean on trying to get this down below 7.9. We talked a lot with Dean about the on-site clinic. Um we asked Dean on about other ways that we could drive claims utilization. Do we change our co-pay structure? Do we try to encourage more people to go to the clinic? And all of those things really didn't get us much for premium changes or those renewal changes because we're running so high right now. The best option for us is to wait a whole another year in in hopes that our utilization will spread out a little bit more, which we expect it to do. Um, and next year we still have that 7.9% rate cap guarantee built in. Um, we will then do a really good job on negotiating next

132year on what the following rate cap guarantees look like. that has saved us and will continue to be used to help us control some of these healthcare costs that we have to control. >> And hopefully in another year's time, we've talked about and Joe, I think you've highlighted this at the on-site on-site clinic data doesn't really create impact toward these conversations until we've obviously had that in play. >> Yep. Long for a while. >> Yeah. And that's my big concern because part of the way we sold the on-site clinic is it was going to keep our renewal rates down >> and yet we still hit the maximum allowable this year. So, I'm concerned that in the future when we get outside of our rate cap, like how can we steer more to the on-site clinic

133to justify the cost that we're paying for that? >> And that is actually kind of the next slide that we were going to talk about was the on-site clinic and that utilization. So really quick to add on to Joe's and I as you know we've been on the table with you and appreciate everything uh and the comparative data is very powerful with our other districts but I have to put this into space not for this year but for next year just so dees as well is that I still have we should have issues with the shell game where in terms of the pitch coming in was we want sheer staff to go and use the clinic as much as possible. But then you can't use that desire to have as many people go see their

134doctors as possible and then use that against you for for for rate measurements. And so to put it at the one4 so it can't be can't be in both ends. So I just want to on record so as we play this back next year when we go into negotiations again that let's not play the shell game of wanting you know wanting this advanced care going this benefits longterm but then or you're going over the over the percentage because you're doing exactly what we as you would have asked to do. >> Completely agree hands down. >> And Dr. Just to clarify, I think a lot of what happened this year, many of our employees went to go see their primary care physician, >> correct? >> To start uh and uh what and and that hits our

135books on the renewal rates every time you go to see your doctor outside of the on-site clinic. And I think what Michelle will share here, and I think we're seeing positive trends, uh some folks, I being one of them, just got my annual physical. I I have a primary physician I've ever met. It's on is on my chart. I don't even know who it is. I went to the on-site clinic for my annual physical and we'll do it again next year. That didn't hit the books at all. Uh but my wife, for instance, went to see her primary care physician, had a couple follow-up appointments, and those are all outside of our on-site clinic, and all of those are the ones that added up to that 150%. >> I get that. the when we were

136doing and we were as a boy I had to do it as well. When you got your initial setup to cross over to dean they recommended that you go see your primary >> 100%. >> Okay, that's an important clarification. I kind of missed that when you said that came from dean saying that to our staff. >> Now you can't then go count it against us because we followed your recommendation. >> Completely agree agree. >> The whole thing's broken. Yeah, that is true. >> I think another thing I think that needs to be pointed out is the state of Wisconsin's health insurance reserve is well below the target where it's supposed to be or where where we would like it to be, I should say. not where it's supposed to be because it's the hike in

137premiums and dental and pharmacy that's depleting the the I was call it the annuity reserve but the health insurance reserve that allows the state of Wisconsin to buy down some of those premiums from the health insurance companies >> that's what's happening here and you know the state is trying to figure out strategies to stabilize the fund and build it back up but until then we're going to see this 711 for increase in premiums. >> Yeah. Their districts around the state over 20% this year >> and it it it actually is beyond the health insurance plan. It goes back to the providers like that's where we can make changes at the provider level and that's where the onset clinic comes in and allows us to have some control. >> Um we will always have employees that

138will need to go to specialty care. We will always have employees that need to go to OB and surgery and and pieces like that. We can't really control that, but we can control who's going to their primary care doctors. And that hopefully, as as Dean told us, will help control our renewal rates in the future. So, our our clinic here has been open for several months. There have been some huge successes. Um, if we just look at primary care visits at the clinic versus if they were to be run through our health insurance plan, we've avoided over $600,000 worth of additional claims that have hit our health insurance. It needs to be more. Um, we have saved several thousand in new employee physicals. That's a small bucket of money, but it still helps impact our

139budget. At the end of the day, I think we're I'm slowly starting to pivot and I think it's important for the board to understand as well. The on-site clinic was twofold. It was to help our health care costs, but it also goes back to our strategic framework of employee wellbeing. And there's some huge wins there that I don't want to lose track of. And one of them actually gets us back to having teachers in front of our students. Every time an employee goes to the clinic, we are saving hours of time that they would be traveling to go somewhere else. And if we just add up all of the visits that have happened this year and we converted them to days, we have saved 250 days of students being in front of their teachers rather

140than being in front of substitutes. That while it's not a dollar cost, is immeasurable for student outcomes. And there are other pieces of the clinic that are really valuable to us as well. Um, but we still have room to grow. Our goal with the clinic is that at least 60% of our employees and their dependents enrolled in our health insurance plan access the clinic. We're at 35%. We're halfway there. But that's 718 people that they have seen. 718 people making relationships at the clinic is huge. And that is going to continue to drive employees and their family to the clinic. Um, we also get amazing feedback from our staff when they visit the clinic. I had feedback last week. Um, one employee said this was the best healthcare visit that she has ever had in

141their entire life because our clinic providers are going deep into caring for our staff members, digging deep into their healthcare and really helping them manage their holistic well. Um we see here on the screen you can see where utilization has been. Last October, November and into December we had really high utilization where people were going in for those wellness assessments. It dropped in December, January, February. We were trying to figure out what it was. Um and we have pivoted and now we're having our primary care providers at the clinic go out to the schools to meet patients and to meet employees. And we will we can see here in April that our numbers numbers almost doubled. It's because our providers are now making relationships in the buildings rather than people coming to them. We're continuing

142to look at things differently. We're trying to um send out different communication to get employed to go to the employees to go to the clinic. And that's only going to get better as the good word gets out on how important the clinic is. And so I I will say we're not done. We're not finished. There is absolute work to do. we are several months in and we know we can do better and we can know we can do things differently. It's trying to find that balance of what resonates with people and how to get people to go to the clinic. So, we're going to pivot just for a minute and then we can have more questions at the end. I'd like to talk a little bit about life and disability. Our current carrier is through

143a company called The Standard. We have been in a several year long-term contract with The Standard. We are up for renewal with the standard as of July 1st. The standard came back and they recommended a 55% increase to long-term disability insurance. And that is twofold. I think it's the state of education, the state of our work where we know we have high stress jobs uh and people are out for um lots of different reasons. So the standard said we're going to increase your rates. We went out to bid for that and um found another carrier that can match the exact same plan design. 90% of unemployment disability earnings will still be given under this new carrier. We're literally switching a carrier name to be able to uh continue the same coverage that we've got and

144almost the exact same premium as what we're paying right now. Um so we are recommending we switch to national inser insurance services. The board needs to vote on the long-term disability portion of this switch because it's above the $250,000 minimum for the board to be able to make that decision. >> Thank you for your work on that. It would have been easy to rinse and repeat and taking the 55% increase and said send us the bill and you didn't do it. >> Are there any scenarios where an individual person would feel that change of care here? >> Not at all. Okay. potentially if they were out on long several years ago and they're going to do a new claim. People currently on long-term disability will stay with the standards. So, they won't change. It's just

145new claims as of July 1 that will go to MS. >> Okay. Thank you. >> Questions? Yeah, I appreciate all the efforts to keep growing the on-site clinic. Um, you know, just thinking creatively to try to have that be the impact that we sort of intended to have and to see how that continues to play out. And I mean, you talked about this and I we have talked about this, but I would still say that the 250 school days where we've preserved our classroom educators in spaces, that's a monetary saving. you know, depending on if we're literally paying for a substitute teacher on a day or paying for internal coverage. So, yeah, again, minor and still >> the other thing that Michelle mentioned and we'll let you guys go that's been really nice is if

146we have a a bump or a bruise during the workday that has a potential of a workers's comp claim. Uh, now we're not sending someone to urgent care. Lots of times we're able to get them in. Sometimes they can walk right there and be seen which has been really nice. >> Right. >> I think what's what one piece that is hard for us to drive utilization is that our health plan is so rich that a $20 co-pay $20 doesn't drive people to go to the on-site clinic versus going to their primary care doctor. Um, and that was one thing we explored was increasing our co-pay structure to $40 or $45 um to help drive people to the clinic. And we we really can't do that because specialty care still needs to be with Dean Health

147Plan and we can't have a specialty co-pay less than a primary care visit copay. Um, so that was one push. The other push that we thought about was changing our urgent care co-pay to drive people to go to the clinic. It's free to go to the clinic. It's $20 to go to urgent care. Let's change that to 40 or $50. Um, and it was a 0.03 percentage decrement to change urgent care. So, it also is just really interesting that we're trying to find ways to drive people to the clinic and monetarily it we still haven't found the right balance of what that actually >> the sub makes a difference when we're if we're running at 92% next year, >> right? And you're picking at the edges. >> Yeah. >> All right. Thank you, Michelle. >>

148Thank you. >> There is a vote. Do we want to keep doing our pattern that we've been doing? Okay. Great. I'm going to scroll down. >> Yes, I do. >> Great. Uh, I would accept a motion um based on that previous discussion um to accept the employee health insurance recommendation as presented. >> Thank you, Meredith. Is there a second? >> Second. >> Thank you, Corby. All those in favor of approving the employee health insurance recommendation as presented, signify with I. >> I. Any opposed? Okay. And then one more vote. Um, again, based on the information from Michelle, I'd accept a motion to approve the employee disability insurance recommendation as presented. >> So, move. >> Thank you, Joe. Is there a second? >> Second. >> Thank you, Christopher. All those in favor of approving the employee

149disability insurance recommendation as presented, signify with I. >> I. Any opposed? Okay. Thank you all. Hey, it's that time of year. >> We're back. We're back. >> We now have a little annual cadence with our >> AGR reports. >> One more thing, we're fitting in before the end of the school year. >> Yeah. So, AGR reports, we're here tonight just with one slide as an overview. You you received the reports as a PDF. A reminder, AGR stands for achievement gap reduction. This is specific funding that we received for our four neighborhood elementary sites for K3 programming. Last year we did our application and renewal and gave a more extensive explanation of of AGR and how it benefits our sites. But each year then we're required to capture data in the fall and capture data in

150the spring and then be able to present that to the board and ultimately submit that. Um again the funding helps to lower class sizes and support coaching as some of the strategies um by which we support our K3 students. So Tesa Taylor, our director of um K8 school supports here tonight just to help share a bit more about you have the reports, you have the data. So we didn't needed a really data rich presentation on our 111 slide evening, but just to share what has the conversation been at schools, how are we making sense of that data and what are we doing as our next steps? >> Great. Um so just a reminder that um we use Ames Web. So that's a screener. And when we're looking at screener data, it's um meant to look

151at discrete skills. So that is um when we're looking at individual student skills that can result in universal instruction practices. It can result in small groupoup instruction or individual student instruction as well as coaching opportunities. So we're looking at just really specific skills and then how we're monitoring those. We monitor them by using Ames web three times a year. So we're continuing to look at the growth over those benchmarks. Um and then we also do progress monitoring for students who have specific skill building. They may have weekly or bi-weekly progress monitoring of that specific skill that then the coach, the resource individual, and the classroom teacher can look at that specific discrete skills growth. Um and then we're also just looking at it within universal. So SAVIS is also building on all of these skills

152within our universal instruction. And so when we look at their exit tickets and their um end of unit data and all of the work that they're doing in their student instructional um workbooks, then we can continue to look at those specific skills throughout. So when I talked to some of the individuals that were doing this work um just to help you understand the story last year, I think I told you the thousands of assessments that we did. Um this time I thought I would tell you about some really great work that's happening with our teachers. So we look at this as unfinished learning. If we are seeing the data that's showing reading nonsense word fluency is having a gap either for a student or a large group of students in that classroom. Um then they

153are looking at that really intentional practice of where can we practice nonfluence nonsense words. So, nonsense words didn't used to be a part of our practice. When I first started teaching kindergarten a long, long time ago, nonsense words were nonsense. You did not. Then they came back around and they were a great teaching strategy and we used them and assessed them and then they became a no no again and now they're back on. Um, and we do learn a lot from it because it's helping us understand how children are making sense of coping. Um, and all of those really individuals. So by this being a little bit of a new practice again, it gave our teachers and our coaches an opportunity to think about where can will that show up where we can just embed

154it into the practice. And one of the things that one of our teams came up with was the morning meeting. Morning meeting super engaging for teachers and for students and that you can build in so many different parts of that message and nonsense words can be a part of that. Um as well as in just even lineup routines. I think we used that example last year for you. We have many many transitions in our elementary day and so we try to be proactive with that. So we're thinking about letters sounds um our numbers vocabulary words whatever we could do to just keep the learning and keep the children engaged as we're transitioning from one place to another. And this particular teacher used those two strategies um and found great growth when they then monitored those

155skills um later in the year. Another one was increasing letter sound fluency. So that in particular that particular teacher worked with their coach who were they were in a coaching cycle and they looked at during their collaboration um during the Sabbaths and the keys to literacy resources. So went back to the resources to really think about where can we find this specific skill set so we can just elevate it. Making sure that we're never missing this part of the instruction that day and that we're really coming back to looking at um how we're making that progress. And that also led to some really great small groupoup instruction um with some intentional teaching of those skills. And then again, we're able to progress monitor that within just the learning that was happening universally, but then also

156the progress monitoring for some of the focus students that were needing that skill set. And then another area that um there was some unfinished learning was just the increase in fluency. So, just a reminder that these tests um the majority of them that we engage in in this grader are timed, which is also kind of eb and flowed in education. And I just want to remind all of us because I have to remind myself of this sometimes when we're testing the littles um in this timed fashion is that the importance of fluency is to really make sure that their brains are not stopping to sound out or to do those discreet skills that their brains already automatically are doing that so then it can really engage in the cognitive lift of those really deep um

157learning opportunities. So that's that's why we time that's why it's important that's why we are looking at fluency. So that um really results in some coaching cycles again looking at the resources we're using and how we can build fluency but also giving children the model. So the readaloud that teachers do I'm sure all of you remember the the readaloud that your teachers did. I still remember multiple that my teachers write to me. And so that is a really important um structure for children to hear reading fluently. So you can hear your teacher read it, you can hear your children read it, and that they're practicing them themselves. So we don't want to miss the opportunity of hearing and modeling that in other ways. So that that partnership really thought about what they were doing within

158their read aloud and then how they were engaging students and making sure that they had the opportunity. um as well. One of the um the things that really rose to the surface for me when I was talking to some of the teachers and the instructional coaches about how they were engaging um in this data was the student agency that came out with every partnership that I talked through because when we're really looking at specific skills and we're having multiple opportunities to teach through that skill and then monitor the skill, they are bringing the children into that. They're watching their data. they're having off a lot of opportunities to see that grow and that specific skill set and so they were owning it. They were owning that skill and the data and really being proud of

159the growth that they were making. And so I thought that was a really wonderful opportunity that we are focusing on that goal setting and student agency um without necessarily even that being a specific goal um of the assessment. So, that was a couple of stories and ways that we are thinking about the data because it does take us a while to get it. Um, but I do believe that the teachers and the instructional coaches and resource teams and um just the school teams in general are really taking um this information to make sure that we're helping children learn the specific skill set that they need to to show this reading. >> So, with that, we'll open up for any questions that you might have. I just appreciate that we dialogue around these. You know, we

160these can be in board consent. They're not results policies, right? We're not evaluating any practices here. But to your point, there's so much data collection happening, seeing some of the things that you all and the practitioners and teachers are using with these reports. I just appreciate being able to hear that as a board member rather than just seeing kind of a dense data driven report that I just, you know, can easily say, "Yes, we did it." Um, so thank you for just the added time that you all bring being able to talk to to these um reports to us and yeah, I just appreciate this. >> All right, so how about we vote? Would accept a motion to approve the achievement gap reduction or AR reports as presented. So >> thank you, Meredith. Is there

161a second? >> Second. >> Thanks, John. All those in favor of approving the AGR reports as presented signify with I. I. >> I. >> Any opposed. Okay. So, we've finished the superintendence report officially, which means we are actually to public comment in the agenda, which I am not aware of any public comment this evening. Okay. So, moving to board action. I'm going to go through and just be sure. So, we have done our vote on human growth and development curriculum. We did our vote on the promisory note. We did our vote on employee health insurance recommendation and disability insurance. And we just took our vote on the AGR reports. So now we are to R6. >> Were the two separate votes on health and then the >> Yes, we did take two separate votes. Y

162>> Yep. So now we are on results policy six strategic framework. Um Corby, thanks so much for being our noteaker >> and and team ourselves >> just really quick first I apologize you know we don't have staff members wait this long to wait it but again very very robust both apologies >> no there's no national championship game on tonight >> and we and we started the day with cake >> so we got we started the day with cake together for Mr. Bruner. So, we were ready from the onset having cake for breakfast. >> I may have gone back for a second. So, >> I hope you did. >> For sure. >> Yes. Well, lots of celebrations at this time of year. We've had lots of Costco cake and this is our last last results policy.

163Um, R six with the strategic framework also feels like it should be a celebration. Maybe we should have ended the day with cake as well. But excited to be here tonight to share a bit about our progress on the strategic framework. And of course, I'm having Miss Han join us obviously as the proud new principal of Sugar Creek, but also Kristen served on the initial strategic framework committee back in 2122 as an instructional coach at the time. But as we've reflected on our strategic framework and where we've been over the last three years, thought it was really important to bring the voices of some of those original committee members to the surface to help us reflect on what is the progress we made, what was the initial vision and intent and where have you actually

164seen that come to life. So, similar to all of the other recent results policies, you did receive a large results policy. And then the video, R six was one that every results policy that we presented from R2 and beyond, we also made connections to. So, when we were presenting language arts, where did we see inclusive teaching and learning? When we were presenting math, what were there evidence of student agency? So, we tried to make those connections as as we learn. Um, but as a reminder, our six is divided into our five areas. These are our five priority areas of the strategic framework. Community collaboration, inclusive teaching and learning, student agency, value and belonging, and wellness and mental health. Um, in looking at the key findings, which you saw in the video, so I won't reiterate,

165but just recognizing overall it was a little bit of a stretch. Many of the data sources that existed in 2122 don't exist anymore, right? ACT Aspire used to be the test. Um, forward has reormed. We've changed our school climate survey. So, we struggled a little bit with with some of that comparative data, but did do our best to think through. There were questions that were on the old survey vendor that we have the exact same questions now, and we were able to see some really significant growth there, and we're excited to highlight that. Things like the forward exam, even though it's been reormed, we actually are exceeding the statewide averages, we're increasingly exceeding them. Right? So, our percentage above the statewide average has um has continued to grow. So, yes, the norms change. So comparing

166ourselves to ourselves is a little tricky of recognizing where we've been in relation to the state. We've also seen some jumps there. So excited to see some of that progress um over the last three years of the implementation of our strategic framework. But where I'd actually like to spend a brief moment tonight is thinking back to that committee voice. So you saw the data within the key findings and we've woven that throughout all of the results policies. But we did go back to the initial committee from 2122 and we asked this question. and what impact has the strategic framework had on your work and the Brun area school district over the last three years and you can see just a quote from Sarah Dmers who is department chair for social studies here at the high

167school speaking to the transformative power of PLC's the authentic learning experiences that they've been able to create um through that collaboration and the deep learning for students as a result in 2122 that were not regular cons consistent late start Mondays for our secondary staff and so having th that consistency and than building PLC's she's highlighting as important part of that work and then of course we had to ask Mr. Bruner for just one more quote um and so Mr. Bruner spoke to the the importance of having the strategic framework as a guidepost at Sugar Creek. He named that um prior to the strategic framework our our schools were setting various annual site goals and the idea of the strategic framework really allowed for some clarity and unity as a district and he just named that

168that can't be overstated the importance of what that looks like. So hearing from our initial committee members was really powerful to hear and so I've asked Kirsten just to share a bit about what her experience was on that committee and then what she's seen in practice since then. >> Yeah, I think being on the committee especially early in my career here at in Verona was really impactful because it really allowed me to see what it is that we value and all of the people that came to the table to help create it. Um it was a wide variety. We had board members, we had families, we had students, we had staff, we had administration. And so just to see everyone kind of coming together to create those priorities and really think through very strategically um

169what it was that we were going to do in order to meet them, right? Because you can have a strategic framework, but I think more importantly, you have to know how you're going to implement it. Um you know, in 2122, we didn't really have a solid definition of what good teaching and learning was. And so since then we have worked to create the um uh teaching and learning framework. That was actually um something that I worked on here in Stocks Glover as part of my as Mr. Bern likes to call it principal school project. Um but I participated in the creation of that teaching and learning framework and as being an instruction coach, associate principal, and the next year principal that has just been like a very crucial document for me to be able to

170continually point teachers back to. Well, let's see what does student agency actually mean? And we have some definitions of that on the the teaching and learning framework. I will also echo Mr. Bruner's sentiment that the strategic framework is shows up in our uh continuous improvement plan. And so that is what our school-based leadership team comes to at every single meeting to really see where are we making go uh where are we making um gains. And if you're at our uh end of your presentation on Thursday, you'll see like pretty much everything we do can be directly tied to one of those five strategic framework area priority areas. And so it's just really great to have that be the through line and to continually say, does this align somewhere to our strategic framework? No. Okay, then

171maybe we need to rethink its priority and its importance in our day-to-day work. Um, so teaching and learning framework, strategic framework, all coming together and it just feels like we're not doing a bunch of things in silos, but we are really like all moving in one direction with the strategic framework kind of being that through line for us. >> Thanks, Kristen. And so we'll continue reflecting on our strategic framework and gathering more voices from sort of reaching out to some of our students and families to get their input as well. but found in addition to some of the quantitative data that this street data from some of those original community members has been really powerful in thinking through what what were you thinking about in 21-22 and now what does that look like in in

1722526 um the leadership moves as we think about continuing on our path with the strategic framework back in March we had our central office student academic services team go through the entire strategic framework so there are five priority areas but there's 18 strategic objectives within those five priority areas is. And so we went through every single one of them to talk about what evidence do we have that we implemented it, what evidence do we have that it had the intended impact and what might be some next steps. Um in May we took that to our principal and leadership group for their input further on the progress that we've been made progress we've made so far and where we want to continue our efforts. Ultimately we looked at those 18 strategic objectives and we began to

173sort them sort of into three categories. What were the strategic objectives that we need to accelerate that will have a greater impact if we can accelerate our strategy there? What are those that are already underway? Things like the teaching and learning framework that Kirsten spoke to that are really important to our strategy and we need to sustain. We can't let somebody forget about. And then we also recognized there were a bucket of strategic objectives that we wanted to adjust or reconsider. Not because they weren't great ideas, but we realized they might not actually be measurable. When we went to say what was their impact, it was hard for us to quantify that. What would that look like? How can we prove that we've made an impact? We could list things we've done, but again, wanted

174to come back and hold ourselves accountable to impact. So, we had a a group of strategic framework objectives here that we want to come back to to just adjust and reconsider. What could the metrics be? Some of them we recognized also could potentially be combined. There were many that were saying similar ideas and combining from 18 condensing it a little bit again would allow us just to strengthen that through line moving forward and kind of concentrate our efforts. And so when we think about next steps we are wrapping up year three of the strategic framework and our plan is not to start developing a new strategic framework but to continue on the strong um progress and path that we have made. And so as our next steps just really looking into as we group those

175strategic objectives the accelerated and sustain categories. These are things like our PLC's that our teachers are speaking about the standards including our social emotional learning standards. The data culture we've seen a lot of data and we'll continue seeing more of it. Continuing to build out that academic and behavioral support continuum. We know to meet all student needs. We need to continue to make that more and more robust. And then of course supporting our staff. We have amazing educators in this district and want to make sure that they have coherent professional learning systems and teaming systems to allow them to do their work and not feel like it's one more thing. And so those are areas that we're all listed in accelerate and sustain and we want to continue to move forward with. And then as

176I named the adjust and reconsider category as we go back and think about our further continuation of implementation of the strategic framework, we want to consider what are the metrics to measure our progress in those specific areas and where might we combine objectives that have a similar purpose or strategy again so that we can concentrate our efforts and make sure that we know moving forward what exactly that that can look like. So overall that's that's where we are at the end of year three with our strategic framework. I will just say for the sake of putting it into public space. >> I know you were going words per minute rocking over there. >> That we because we've had such submitted feedback from staff and this is our community around the belief in the priority areas

177that were selected within the uh strategic framework. Um and our desire to go deeper in our work even though there may be tweaks here and there just to go deeper. We are not looking at 28 as some type of you must stop here it's all over in terms of a of a strategy framework and just wanted to put that in the space that it's not bookend and you know we'll continue to bring it before the board. We're very happy that R six became part of the policy. So it's deeper deeper into preview. So thank you team. Thank you John uh for for for recognizing that. But again I think school systems can get caught in spaces where you look at okay the says on the document 23 to 28 and now we just stop and

178there's really not a reason for that to happen if we keep the momentum that we have right now or as we keep the momentum that we have right now. >> Yes. Yeah. Talking to Mr. Burner as well. He said he's so impressed with how many people know our five priority areas and know our equity vision because it's deeply ingrained in everything we do and how we start our meetings and that is the the check of everything. Does it align? Does it align? If it doesn't, let's pause and rethink that. And so it's been really powerful as a tool and no need to stop that forward momentum. But exciting opportunity here that it was just to reflect back on what what did the data look like in 2122 and w there's some really exciting increases and

179jumps in both the quantitative data and in the staff and student experience that we came from. So, as we turn this back over to the board, just remind we knew this would come much very similar to R5 that this isn't uh academic data rich as normal because the academic richness was in R1 and R2. >> And so, we didn't put those back again part of the presentation, but just to our audience that just for an awareness that it it does live, but just not in this results policy. So, >> oh my god, I have so much to say. >> I do too. You haven't said anything yet to >> I know. Well, I didn't I didn't think I would have that much to say because I saw this on the agenda and I was like,

180"Oh, this would be a good time to reflect because I sat on that committee as well as a board member." And as I was kind of thinking about like reflecting on it as you guys are reporting, it dawned on me that I actually sat on the previous strategic planning committee as well before this one. So in 2018, that one that we did um was some of my first involvement at the district level and um and it was that was a really interesting process because it was you know looking back on it now with the the valuable hindsight that we have through all these policies and all this structure that we've created. I mean that that process was kind of haphazard and you know a little bit ridiculous and you know I remember grabbing Noah who

181was the board president at the time and kind of chiding him that like if we don't follow through on this I'm going to be at board meetings um and >> and because of like and because of how it was like we couldn't really follow through on it. Um, but it was also important because it was the first time, I think the first time really in this district that we put some of the negative academic data around achievement caps up in front of the community to say like, hey, not this isn't just unicorns and rainbows here and and you know, we weren't necessarily looking at the right data, but it was there. It was the first time that to my knowledge that we articulated things that we needed like uh cultural responsiveness that that would be

182important to us going forward and that so that that opened up kind of the ability to make some changes in the district. But nothing like the process that we went through in uh 2022, 2023 that was like, you know, we could have fit everybody in 2018 in this room with food and with room to spare. in 2023, this strategic process, like there were so many people. We took we like covered Verona Town Hall with sticky notes like wallto-wall um to just get at what everybody was saying was important to them and like what it meant to come to these categories. I disagreed more in 2023 with a lot of what was going on, like the process and how we were doing it. But when we got to something, we got to something that was more

183meaningful to me because of all the the fighting and arguing in my own head about like, well, we're not really that's not articulated the way I would articulate it. We got to the values that were really important. And, you know, I had the benefit of seeing other school districts in a lot of places and they really, you know, try to articulate part of what we did or something like that, but it really did come out of the community. But here's where it gets really important and what I've really reflected on the way that that vision and both the strategic framework R six and R5 the journey of a lifelong learner came out of that process um as articulated not just by board members and teachers and and administrators but by community members a lot of

184community members a lot of sticky notes um that that was then grounded in our practices right is structured through the work that we've done subsequently on our policy statements or operational statements. Um but those lofty kind of values that everybody knows good education should feel like collaboration should feel like empathy. It should feel like um student agency but you know saying like oh here's a lesson to do that is hard. you're not going to find curriculum companies that are readily like throwing that out there, but they all use the buzzwords. So, you know, that work that kind of connects it to the day-to-day operations of what we do has been profound and it means that like we don't feel like we're going in a thousand different directions and nothing's getting done and and people like

185me are going to show up at every board meeting like why isn't this happening? Like you can see the efforts towards making it. Is it perfect? No. we fall just fall down sometimes. Yes. But because we have those guideposts like we're able to drop the policy statements. We're able to translate that into action. I say we, but really it's the administrative team that does most of that. You know, the board's done its policy statements and and now we just get reports. It's wonderful. Um, you know, but the daily work in the district gets anchored to like the community's values in a way that like we're not chasing every initiatives. When I see all this like alarmism and craziness about how AI is going to change the world and I think about like what are we

186gonna have to educate our kids on so that they're ready for this world. We're like they could be rendered useless if we're not careful, right? But then I see R six and I see R5 and I'm like that's exactly how I would articulate what we need to be doing and we did this you know years ago. So um so that's how I think like good a job the whole community did at articulating these values and and how essential it is to like not just these reports that kind of reflect all the other reports but like providing an anchor so that we can do all of these very different things and we have this kind of understanding of how it's all connected to just make good people who are prepared for the crazy world that we've

187built for them. Um, so yeah. So this is this is a great report. I love it. I love the R5 report, too, but um I should be so reflective. I've got to keep graduating. So I'm reflecting on like all this stuff going on and like I have not had 18 years is not enough time to be a good parent. So I've not done that well. But now I'm reflecting on this. I'm like, man, we have come a long ways. and you know all this like craziness that's going on around us and we're still anchored and moving towards that kind of goal um and have like a sense of purpose about how we're doing there is pretty cool to see come out of these reports that I'm not going to talk about some time >> I

188think that's you know past history that kind of informs where we're at now but I think that's an important frame of reference that not everybody has and even me from being on forget how >> would you get on that >> John expresses opinions about the process >> I put on omissions but I have a disclaimer not really but uh more of a comment >> love it >> I'll just first do a yes and I'm so excited that this team, John, you really kind of being the impetus of embedding R5 and R six as results policies to really do the pull through of how important that work was, how important it is to all of the day-to-day from what I'm hearing. And so, why not have it reflected if we are really valuing it and we

189really are kind of expecting that it isn't just a sign on the wall. This I think just wraps it together. And I know again the immense work that that means for the administrative team to bring reports like this. But we hope that it's merely a consolidation of what I'm hearing is happening. And that is so exciting because based on what you shared, I can't help but reflect back to when I was in the classroom here and it truly felt like we were chasing shiny balls and there was like this um messaging of yes, it's all connected. But if you had to tell me that over and over again, I couldn't say it. It didn't really feel that way. Um, so I'm excited to hear that it sounds like classroom teachers, individual educators feel this in

190their day-to-day, feel it not as a weight or a compliance piece, but like a value with which we lead our instruction. Um, and that feels like that feels like the true commitment back to the community and every member on that strategic framework committee which I was also part of for all the hours, all the investment, all the post-it notes that it is literally living and breathing every day in what we do. >> Um, and I just appreciate how you kind of ended the report with sort of the the way of capturing, you know, the three categories of where we are with all of the kind of 18 qualifiers. and um I just thought it was an effective thing to read and and summarize in that way. >> Yeah, I think if we try to make

191it 18 still feels like a lot sometimes kind of a way to help us make it manageable and feel like yes, we've made progress here and here's where we want to continue to dive in. And I just echo I think I really appreciate the R5 and R six the opportunities to embed that in all of the results policy. we automatically think about academic areas and our core subject areas. But when I went down to music for superior awards and started talking to them what quantitative data do we have for results policy then I said let's think about the strategic framework I started talking about value and belonging and wellness and mental health and student agency and then suddenly there we have all we have a wealth of data look at what our student experience looks

192like look how we're helping our students progress in the journey of a lifelong learner their self-awareness um and so I think it's also felt empowering that people can make those connections even and especially in subject areas that might not feel as though their day is reflected on ACT for the forward assessment, but we really value what you're able to help support our students in growing and in their development as well as as as we think about a holistic visionary school district. So, thank you for the opportunity to think about our results policies this year and this spring >> like our site visit from VIS where I can statements can embed patience and we hold value to that in this district. I can exhibit patience that is just as important as I can be numerate literate

193all of that. Can we practice those? And we have 111 slides of board meetings for questions and it's been amazing. Uh board members remembering that the charge here with this being a results policy and my cursor won't move very far. There we go. Um is whether or not we feel the district is achieving reasonable progress in terms of the strategic framework as a results policy. Um or if it's not being yet achieved. Certainly open to more discussion questions. There's also opportunity to make a motion to that charge of reasonable progress. >> Make a motion for achieving reasonable progress. >> Thank you, Christopher. >> Is there a second? Thank you, Corby. >> Any further discussion? >> All those in favor of approving results policy six strategic framework as achieving reasonable progress signify with I. >> I.

194Any opposed? >> Okay. Thanks for your time, Christine. Good to see you again. Next person. >> Um, maybe. Yes. Let's check. So, we're moving on to OE10 for a second read for board action. Um, Nate, do I need official language for a board vote? >> Uh, no. Would this be a motion to group approve or adopt the adjusted 10 as >> Okay, thank you. >> So that is linked again board members and the draft language if you look at it does not have suggested indicators because that's not right. We had that discussion last meeting as to what we might think about for indicators. But as we agreed, the charge that we have with the second read is how we feel about the policy language uh adjustments which we discussed a bit last time in order

195to justify the first read officially. Any further questions or thoughts about the current draft of OE10.2A? So I would accept a motion to adopt the draft of OE10 10.2A as official new policy language. >> Thank you, Joe. Is there a second? I'll second. Any further discussion? All those in favor of approving OE10.2A? 2A as adjusted policy language signify with I >> I >> any opposed all right 10.2A 2A is approved. >> Team, while it's on my mind, Marcy, can we just put a note to ourselves to change the website tomorrow? >> Yes. >> Thank you. All right. So, moving on to um general board updates. Anything related to OE8 communications or any other general board updates? >> Yes, I have a general board update. Yeah. Um last week it feels like it was yesterday um

196the uh young scholars young brothers of improved your tomorrow had their first uh end of the year celebration at the Moana area school district right here in this room and uh just want to personally thank Dr. Clarity uh the entire team uh at Verona uh sister Marsha Bird uh sister Dr. Hawkins, Sister Tamron Stanley, Brother Sean Harris, everybody who uh has has worked their butts off night and day to make sure these brothers uh are getting the attention that they need. And the celebration was incredible. Um we had Millie Males catered uh lots of awards handed out but the um the mo most meaningful moment for me was there was one of the brothers who thought that they weren't going to win uh an award and they were just here to support the other brothers.

197That brother ended up winning the resilience award >> and that was an incredible moment. Um and uh we we are still talking about the celebration at Verona every day even at our meeting this morning. >> Uh it was it was so emotionally moving. And then secondly um I really enjoyed the site visit in the AIS and uh uh NCS with Joe Haynes, brother Joe Hannes. We had a lot of fun with the with the students there. We learned a lot from fourth and fifth graders. Um, we even met a werewolf right there. >> Yeah. He said he was a werewolf and Joseph do it right now. Right now. Turn into one right now. And then he started making up excuses why he couldn't do it right now. Joe continued to uh talk to. So it

198it was such a fun visit. Um, I want to personally be uh enrolled open enrolled in uh Mr. Lur's class. I want to run over some stuff with the wagon of destruction. So, uh, it's lots of fun. >> It just is such a reminder. The site visits are so amazing and I really wish I could always be at all of them and I'm so glad that we've had representation at all of them this far. We have two more remaining. Um so gratitude again to the board to all the teams at all the sites for putting things together. Um we continue to talk about ways to you know what feedback we have about the different ways the end of year visits go with the different sites ways ways to find ongoing touch points even throughout the

199year. Um so I just I'm excited about that energy and being able to be present to see some of that as a board member. I'm super appreciative. >> Thanks for the updates about IT as well. Congratulations. >> General update as well. I had a chance to meet um at Savannah Oaks and Soda Prairie and Soda Prairie was a little tearjerking for me because we were no longer there but it was great to catch up with teachers and hear some great results. Um phenomenal presentations and great visits. Happy Pride Month. Today's first day of Pride. Uh so that continues to be uh something I think we need to at least I'm focusing on because there's a lot of work socially across the nation for the city etc. Um and then uh Saturday I had the um

200humbling honor to give a speech and accept an award with GS. I mentioned that earlier. Uh um largest present like largest group I've ever had to present to and it was I wasn't nervous at all which was crazy and I got a stand. It was great uh to be alongside the governor who also received us some recognition um that night. So honored to receive that as a community activist. >> Thank you. Congratulations again and thank you to our district team. We did have some things on social media today to recognize the start of Pride Month. So thank you to our district communications team. >> All right, just a couple sort of general announcements. Then we have future dates but reminders the remaining site visits um we have the twe graduation on Thursday that we've been

201invited to graduation obviously on Sunday thanks to all of you that will be able to attend for multitude of reasons. >> It's exciting. Um so yeah just those reminders of of dates and then moving on to superintendent superintendent consent agenda. Making sure that you've looked over this evening for personnel updates. Any questions? Hearing none, the superintendent's consent agenda is approved. And then our board consent agenda, which includes minutes and two of our note takingaking um reports from last time. Are there any questions? Okay, hearing none, the board consent agenda is approved. Just a reminder, especially for our graduation, that we have the special board meeting at 1:30 to confer the graduates and diplomas. So, if you are coming, that's a necessary piece because we need a quorum to please save yourself travel time. Um, right,

202with a ceremony starting at 2, we're going to be a massive group of people all arriving with families and loved ones. So, if you can aim to be there at 1:10, that sounds great, doesn't it? Rim snack. So, yeah, because we need to start at 1:30 to get our board business done so we can start the ceremony on time and be ready. >> Steam your gowns. >> Steam the gowns. I'll just hang them up. I don't own a steamer. Steam the gowns. >> Put it in the bathroom. >> Oh, there you go. All right. Steam the gowns. And we are going to have help with the things, the other part of it, the hood. >> Okay. Then be there at one o'clock for hood help. >> Great. Um, if you have questions, please I know

203the district does a great job communicating maps and all the things. So, board members, please look at that so we can uh be there on time. All right, with all of that and 110 slides later, I would accept a motion to adjurnn. >> Thank you, Meredith. Is there a second? >> Thank you, Corby. All those in favor of adjourning tonight's meeting signify with I. I. Any opposed? We are adjourned.