Verona Area School District Board of Education Meeting April 20, 2026

001All right. Good evening, everyone. I'll go ahead and get this meeting started this evening. Thank you for those in attendance. So good to see you all on this April 20th. Um, let's establish that we have a quorum, please beginning with a roll call vote. Let's go Juan Carlos first. Here. Christopher. Here. Meredith. Here. John. I am here. Corby. Here. Joe. Here. I am here as well. We have a quorum. Uh, Corby, has this meeting been properly noticed? >> Yes, it has. Thank you. To help ensure that we're centering our board work around our shared values in 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. Uh, we have Juan Carlos reading tonight, if

002you would. I will. Uh, in the Verona Area School District, our mission is that students will acquire the knowledge and skills necessary to achieve their personal goals, thrive in a diverse global society, and lead a healthy, successful productive life. To meet this mission, the Verona 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 authentic 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. And I will follow that up with the Ho-Chunk land acknowledgement. There are currently

00312 tribal nations who call Wisconsin home, with the Ho-Chunk nation being the primary group living around Madison. No matter where you are in the state, you're on the ground you're on the ancestral land of a tribal nation. As we begin our meeting, we honor the land on which we stand. Thank you, Juan Carlos. Um, Board members, I would draw your attention to the rest of tonight's agenda. I would accept a motion to approve the agenda. Are there no other additions or amendments? Motion to approve. Thank you, Christopher. Is there a second? Juan Carlos. Uh, all those in favor of approving tonight's agenda, signify with I. I. I. Any opposed? All right. Moving on to We have oath of office this evening. So, we did have an election April 7th. Uh, we had two board members

004that ran again for their seats to continue on our board unopposed. So excited to have John Porco and Juan Carlos Medina returning with us. So, as our clerk, Corby will, um, take some time so they can swear in for their official oath of office for their next terms. All right. Start with you, John. Can you say Repeat after me. I, John V. Porco, having been elected and appointed to the office of I, John V. Porco, having been elected or appointed to the office of Verona Area School Board member at large, Verona Area School Board member at large, but have not yet entered upon the duties thereof, swear but having not yet entered upon the duties thereof, swear that I will support the Constitution of the United States and the Constitution of the state of Wisconsin.

005that I will support the Constitution of the United States and the Constitution of the state of Wisconsin and will faithfully discharge the duties of said office to the best of my ability. and will faithfully discharge the duties of said office to the best of my ability. THANK YOU, JOHN. THANK YOU. >> [groaning] >> MHM. OH, YEAH. I, JUAN Carlos Medina, I, Juan Carlos Medina, having been elected or appointed to the office of having been elected or appointed to the office of Verona Area School Board member portion three, Verona Area School Board member portion three, but have not yet entered upon the duties thereof, swear but have not yet entered upon the duties thereof, swear that I will support the Constitution of the United States and the Constitution of the state of Wisconsin. that I will

006support the Constitution of the United States and the Constitution of the state of Wisconsin and will faithfully discharge the duties of said office to the best of my ability. and will faithfully discharge the duties of said office to the best of my ability. >> [laughter] >> Thank you, Corby. >> [laughter] >> And congratulations again to Juan Carlos and John. We appreciate your continued commitment to serving on our board and for our community to taking the time to vote on our April 7th election. So, we will move on in our agenda. We have a number of staff recognitions this evening, so I'm going to toss it over to Dr. Clary to share some of our celebrations and successes by our staff members. Absolutely. Good afternoon, everyone. Uh, thank you for being here. I was really excited

007to celebrate, uh, some outstanding educators here in the Verona Area School District. Uh, the Verona Area School District is proud to share that three of our exceptional educators were selected to receive the Herb Kohl Educational Foundation Teacher Fellow Awards. Uh, the Herb Kohl Teacher Fellowship celebrates and supports outstanding educators who demonstrate excellence and innovation in Wisconsin. Only 100 educators are selected as Herb Kohl Fellowship recipients annually. Each educator receives a one-time $6,000 award and the respective school receives a matching grant of an of an additional 6,000 to enhance learning. Today, we're honored to recognize three outstanding individuals. First, we have Madison Day, who is a music educator at Savannah Oaks Middle School. CONGRATULATIONS. >> [applause] [laughter] >> AND SARAH BOWMAN, WHO IS A SCIENCE educator at Verona Area High School. >> [applause] >> And Sarah

008Hall, who is a social worker at Badger Ridge Middle School. >> [applause] >> These fellowships have a rigorous and thorough application and review process and it's truly something special to be selected for this uh, award. Let's give a great round of applause and a congratulations to all of our great educators. >> [applause] >> WE APPRECIATE YOU ALL BEING HERE. I know these celebrations mean, "Hey, I get to come to the board meeting on a Monday night." But, we appreciate you being here so we can just share our thanks, our gratitude, and the honor that you all received with this Herb Kohl, um, fellowship. If there was anything any of you want to share, please feel free, but no pressure to put you on the spot. But, we just [laughter] are so grateful. Thank you for

009the time being here, all the service you do every day to our students and families. Um, congratulations. Thank you all. Um, before we move on, I'm going to sneak in one that I know I saw on our social media, but administrative professionals week. Um, as we are in this space sharing congrats and thank yous and gratitudes to all the administrative professionals across our district, I'd like to personally extend an extra thank you to Lori, who is the person that holds our board together. >> [laughter] >> Yeah. Um, I was just telling her in the hallway that she has information about things that help boards function that I feel like I ought to know and she has the the gift of knowing and helps me and all of us do our roles. So, I just want

010to extend an extra thank you to Lori as she is here, as always, making these meetings function as well. So, THANK YOU. >> [applause] >> AND WITH THAT, WE'LL TURN IT OVER OFFICIALLY TO THE superintendent's report. Chad, it's been a while. >> Yes, yes. So good to see you. Um, Give what you asked for on May 4th, buckle up. And I ought to say, we're about to talk about property and casualty insurance. >> Yeah, you want to stay for this one? Please feel free to [laughter] stay. And if any educators would like to, yes, make their way. Thank you again. I mean, this is the hot topic here. Chad, you always get to follow Hot topic. these celebrations with something really Yeah, tonight's a This is a This is a real juicy one. I I

011won't take long. There is a memo in the consent or consent portion of tonight's uh, board packet and you'll have a chance to vote on this. Came up to see if you have any questions. Uh, so we do an annual return insurance renewal that is competitively priced through our insurance vendor, uh, which is M3. Um, I think it's a mixed bag of news, but in general, uh, unlike most the other things we bring to you, this is about a wash uh, for next year's budget. So, our property insurance went up 12%, but that is in direct correlation to essentially our assets being reappraised. Um, so, uh, that was that we felt like that was uh, it was not uh, an abundance of claims that brought that up and we uh, we we felt that that

012landed appropriately. Um, and workers comp actually really good news. Um, I do believe that the work we're doing relative to uh, safety walk-throughs and staff wellness uh, continues to make a difference. So, um, our kind of experience modification you want it to eventually be below one. And then we continue to see these rates go down, but that actually workers comp insurance actually went down for this year and that's our goal to continue to bring that down. We'd rather have put the money towards >> [clears throat] >> our students and not towards the insurance company and I think we can and show that this year. So that went down by a little over $30,000. So it's it's about a wash in terms of our overall insurance coverage for the year and you guys will have a

013vote on it later and I'm here to answer any questions if you have them about the wonderful world of insurance. So can you explain it says in here on this slide references on workers compensation and experience modification factor? Yeah. I I don't know what that is. Uh in the in some regards it would almost be like a usage rate in terms of health care. So if you're running your mod over in health care, you are um in the health care world you don't want to have over 90% of what you're putting in to the insurance company on an annual basis paid out in claims. The same is true here where they essentially set a an industry norm where you should be. You should be at a one. Um and previously I think we were actually

014at a 1.64 the year before last year. We got then we had got it down to a 1.31 and this year we're at a 1.03. It is all related to claims we make relative to workers comp. So if we have slips [clears throat] or falls or things an accident that would happen at work that we're paying out workers comp, that's the deal. So we we had probably had fewer claims this past year than the prior years. We did. Or they if we had claims they were smaller. I'm trying to think through whether it's possible that any change in workers comp utilization could be attributable at all to the on-site clinic. That would be next year. Next year? No, this is the previous year numbers for this one. Okay. Yeah. I quite a lot a lot

015of it you know we do Michael and John Bremmer do twice annual safety walk-throughs they're looking for trip hazards and high high heavy storage, things that improper ladder storage or ladder use, you name it. Things that are preventable in terms of someone at work getting hurt. And in some regards if you have a really tough winter and we end up with three dislocated shoulders from parking lot falls, that can pick it up. So some of it's out of our control but other things we like to think we can prevent. Well, and and what I was thinking was that if anything I would think the on-site clinic would probably increase the claims because of it's easier to be seen and it might cause someone who might otherwise not make a claim to make a claim. Uh

016unless you have Rochelle eating as your >> [laughter] >> So if you stubbed your toe at work, she's going to send you to the doctor. Right. Um so that if if if you file an injury report, Rochelle's going to make sure you're seen. So Um so if anything it should help in the world of insurance cuz we can send those folks in to our own in-house clinic versus out to an urgent care that they have to pay for. Uh last question that I have is how in line are these numbers with what kind of our budget estimates? Yeah, Pete Pete built in a 3% for this entire line, so it's almost spot on for the year. Other questions? Anything else? Just reminders. Jared ref- referenced that this will be a board vote but it's in

017consent in consent if it's if you want it out you just have to pull Yeah, you want to pull it for further discussion I'll be around if you guys have any questions. Okay. Yep, the full memo is there. It'll be in consent. Great. Thank you. Enjoy the results policies. Thank you. See you all in May. Great. So next on the agenda is public comment. I am not aware of any and I don't see that Lori's flagged me for any either either either neither neither. All right. Moving on to then our board actions. We do have a number of results policies to move through. It looks like we're going to go in order this evening and just an extended gratitude again with the robust nature of some of these meetings to our note takers this evening.

018So I believe I have Christopher on 3.1 3.2, Joe on 3.3 3.4 and then John on 3.5. Thank you all very much. Let me know if there's anything that surfaces there and then we'll turn it over to the team to talk about creative and performing arts. Awesome. Well, thank you again for the opportunity to be here tonight. We have five results policies just like we did earlier this month and we'll follow a very similar format. You got to hopefully see the videos. So you saw the video of the entire presentation but like I said we have some staff members and our first student presenter here tonight to share a bit more about their experience and to answer any questions that you have. And I'd say especially with this set of results policies just gratitude for

019to the board for all of the work in revising the policies. Last year at this time we were talking only about enrollment numbers and whether they went up or down in each of these areas and whether or not that was reasonable progress. And we really appreciate the board has leaned into our question questions like this for creative and performing arts that allow us to think more broadly about what is center students expressing themselves. That could be in through enrollments in class, it could be building like culture, it could be extracurriculars. But hopefully you got to see some of the student stories and student quotes that we were able to highlight in the report and not strictly how many students signed up for choir this semester. So thank you for that for that comes out in

020our in our sharing this evening. So yes, our first results policy tonight is our 3.1 around creative and performing arts. The classes if we think about the classes that this comes out of the most often would be music and art and so we're happy to have Eric Anderson, our music department chair, here from the high school tonight to talk through some of the leadership moves, next steps and take any questions that you may have. Yeah, so um it's great to be here. Um I will echo what Amy said, we're so excited about the revisions to this. I think it really gives our students the chance to to shine in the ways that they that they are already. Um and it's so great to be recognized for for that. Um just a couple of things that

021that we've done to really try and move the needle for access to our students being able to participate in creative and performing arts with it being creative with how we build the building schedule. Um I know art has really leveraged this as well for courses that that maybe only have one or two sections being able to stack them together at the same class period in a like content area. So for example, you might only have three students who are in advanced music production but we're able to run that course cuz we co-run it with a music production one course. Um I know in arts they also leverage that to be able to have multiple offerings of that throughout the schedule so that a student that might have fourth hour German five can still take a

022ceramics class because we're opening up more offerings of that course throughout the day so that it kind of breaks up the gridlock that can happen in a in a schedule that has so many amazing offerings like like we do. Um I'll speak specifically for music with the supporting transitions. We've been even more active recently with making intentional connections especially with that 8:00 to 9:00 uh transition. Um I know for band and choir and for orchestra we all had concerts this year. I think some of you may have been at those concerts where we invited the 8th grade music students from Badger Ridge, Corn Knowledge and Savannah Oaks to join us at the high school for concerts to kind of give them a a taste of what that high school experience can be like, to see

023the amazing facilities that we have and really importantly to make those connections with current high school music students so that they can see themselves as as musicians at the at the high school level as well. Yeah, to speak to the middle relevance and coherence this really came while Eric's here representing the high school and from the whole music trajectory. [clears throat] We did talk to our elementary music staff as well in making some of those cross curricular connections at the elementary level is where they're really seeing that they can build more more opportunities beyond just the time that students are in their specials classes but back into making connections with the core subject areas as well. So those are some of the leadership moves that led to the key findings that you saw in the

024report and then as far as our next steps we're always focused on continuing to continuing to improve. So can you speak to [clears throat] some of those next steps already underway? Yeah, I I should mention too since you mentioned the connections of cross building levels. The one thing that's really been beneficial to is that role of like time during late start Mondays and being able to be we meet monthly as a 6-12 music team. The past couple Mondays we've been meeting as a K-12 music team. That's been so valuable having that that time built into the school day for that intentional like sequence scope and sequence work as as well as standards work. Um but I I know at the high school we really especially been working to to try and identify what are some

025of the barriers to accessing music and the arts like both during the school day and the co-curricular activities that we have beyond the school day and working and then we've we've worked with the avid team to make sure that we're trying to make it possible for students to be in the avid program and still continue their participation in band, choir, orchestra and they've been really Kelly O'Connell has been amazing in her help with that and the avid team trying to make sure that kids can still still participate participate in those things when they're being pulled in many directions with all of the amazing opportunities we have during the school day. I think we still do see some barriers. I think we might want to look at learn from some of our surrounding districts like what

026are ways other districts have have come up with creative solutions to find ways where kids can continue to be well-rounded, you know, humans and still be able to do all of the things all of the classes they want to take um to lead into what they want to do but still have that that creative and musical and artistic sides to them. Um school-wide culture is the other one I just wanted to briefly mention. I know we this year our art team has expanded our fine arts week to a fine arts month. Um we really tried to to make sure that music and the arts are not just something that happens just down here on the west side of the building far away where no one knows where we are. Um but are really part of

027the the culture of our school in that um we're not just existing for the kids who are in music and art classes but that as a as a complete well-rounded school that is a leader across the state that uh the creative and performing arts are really an essential part of our identity as a school um through the fine arts month and and other activities to to to make sure that that we're really looking at the big picture and and building building that amazing school that that we are by our contributions to it as well. And I think really some of the data that we included in the key findings did have that comparative data with us against the state and we do outpace the state in terms of students enrolling in both music and art

028pretty substantially for each and I think that is in part due to the culture and the celebratory nature of what we we do the arts. And um the last piece that Eric spoke to just a bit was the standards-based teaching and learning work. So the last two roll out times that we have pulled K-12 together to talk about what are the essential standards for a kindergartner all the way through 12th grade when it comes to music and art and how do we build a common language and a scope for what that looks like. So the art department has started climbing the studio habits. What are the studio habits? So they're also connecting it to disciplinary literacy. What are the studio habits that we're working to build and foster throughout your entire experience whether you take

029art for four years in high school or you just take one semester. What are the ways in which we're thinking about that? So that work will continue to be a next step for each of our elective areas. That is actually especially important in music and art to build that continuum. So exciting work happening in creative and performing arts and we'll open it up for any questions that you have. So we're just a more of a comment we're a very artistic and music friendly family and it was my experience going through school but my kids are continuing on with that and like I see and we had a chance to see the performances this year in band and orchestra but then just fresh off the heels of the Newsies Junior performances this past weekend we have

030a scholar in our house that was stage crew and his friends asked him to for him to join in and he was reluctant and nervous and after the last performance he's like oh I'm so disappointed. We want to continue. We're going to do it again next year. So to see that growth in confidence for him I I did ask him do you want to be on the on the stage? He's like no backstage is fine for me. >> [laughter] >> But phenomenal production and just a shout out to staff and and families and the scholars who put that together in such such a short amount of time and the quality of the of the performance just phenomenal and had parents reaching out to me just talking about uh the the quality of that performance and

031then I did not see the high school musical but I did hear great reviews of that as well and folks would tell me go see that as well and we didn't have a chance to see that but I heard great things about that and the music was phenomenal. I just want to acknowledge the hard work and the impact that is incredibly transformative and thank you. Thank you. And I I think there was a lot of quotes in the report in the JLL section and the strategic framework that I think really speak to something that a number of a class enrollment will never tell us. Like the students building confidence, the students having a strong sense of belonging that I think really speaks to the power of I might jump off of that then. I have

032a I have a couple things again. I feel like I was that person last time too but um as far as the comments I really loved that street data like the insights from students that that was really robust in this particular report um and I know this team has been really good at this but I just want to also elevate like I'm certainly open to hearing anything that students say that aren't going well. So I mean these reports are full of really positive things and I know there's a lot of positive things to share but ensuring that we're also taking advantage of any commentary things that we hear from scholars that are giving us those insights into what the barriers are. Thank you for the examples that you shared cuz I was kind of curious

033what those might have been. Um but yeah we want to hear all sides and all perspectives so feel free to elevate any of those if and when you hear them. Um I want this is a gratitude to all of these reports but since you're sitting here now the fact that we have so many staff members and educators in the room this is something I know we've talked about as a board something I hold really important is being able to hear the classroom level with these reports. Again this is not anything contrary to our administrative team but to be able to have the perspectives of you all that are doing this every day. Um thank you for the time and energy for all of the contributions that staff members gave into the report any of people

034that you were talking to um and with this particular report board members you may recall that last week we had an invitation to visit art at the high school. Um I was able to do that. So I just I know we grapple as full-time workers of things non-board how amazing it was to be in that art classroom and then come to the table for this results policy. I got to see the studio habits on the wall and to be able to hear and just be a part of the classroom. It really elevates I think how we can read these reports. Um so that's a reminder to all of us if and when you're able to take advantage of those I hope we can and a reminder to staff members it's really powerful for us to

035be able to just see and observe and not we're not there to evaluate or be weird I hope. Um but that was particularly lovely and I got to see the staff classroom at play. What a huge that's a huge lift for our educators but wow what a way to offer every possible class because we're not limiting them by having to have a full you know number of learners to to run a course. So again just gratitude that's a lot of work that are that you all are doing to run multiple classes in one class period but so great to [clears throat] see it in action. It was really lovely. So just a lot of gratitude. Thank you for how this all came together report-wise and for your energy. What we do >> [laughter] >> we

036do have then our role here board members. Our role is to determine if we feel the district is moving as achieving reasonable progress with creative and performing arts or if we feel reasonable progress is not yet achieved. So any more dialogue or thoughts or motions from board members? I would just as a reminder for all of these the presentation is so fantastic that the video I mean just all of the different pieces of it the in-meeting presentation, the video presentation and the packet for our community members it's just such a great insight into all of these amazing offerings and that goes for all of the policies that we're reviewing tonight. So um yeah a lot of really great things going on and I appreciate everybody taking time to come in. I would make a motion

037that the report approves reasonable progress has been achieved. >> Progress has been achieved yes. Great motion by Christopher. Is there a second? Second. Second by Meredith. Any further discussion? All those in favor of approving our 3.1 creative and performing arts monitoring report as achieving reasonable progress please signify with I. I. Any opposed? Okay. The report has been Thank you. approved Yes decided. [laughter] I don't even know what my words are now that we've kind of changed this. Thank you again Mr. Anderson. Moving on to our 3.2 health and physical development. So excited to have Carly Hasse our department chair here at the high school for physical education department um join us for for this report. So overall our question here is around to what extent are students building the age-appropriate skills and habits needed to

038make informed health choices and lead active and balanced lives. So I'll turn over to Carly to speak about some of the leadership moves her team has been making going into the next steps as well. Thank you. So what I'm going to say is ditto for Eric just replace music and art with PE and health. We're good on that and that's all Um quite honestly though a lot of the strategic moves that like our school has made K through 12 just it goes through the entire level levels of courses that we're offering so it's not just art or music it it really is through everything. So you will hear a lot of the same sentiments. So some of the things that we have done is really expand some access for students. I can speak to the

039high school level. We've implemented a couple new courses had some new courses that were offered and just barely missed by a few students of running. Um so really expanding some offerings for students to get their voice and choice into what their interests lie in and then we accommodate them. Um Uh secondly I think health education is probably like the biggest like single switch. I It health education used to be eighth grade in middle school and it switched to sixth grade this year and I know, speaking with some of those middle school teachers, they were like, uh-uh. It's not going [clears throat] to work with sixth graders. And we've had some of those sixth through 12 roll like meetings where they said, "It's been It's been okay." So, they're really pleased with that. So, moving health

040education to sixth grade, there's a little bit more in ninth grade PE, our foundational class, there's a little bit more depth to what we have been offering as far as human growth and development and like personal leadership. And then expanding some of our TWI students to offer health education in Spanish. Um, next year that will be offered in two sections of TWI. So, those are some of like the leadership moves we've made. Mostly middle school and high school, but some I think our elementary teachers are also seeing some of those shifts and saying like, "What could we do even at the elementary level coming forward?" Yeah, I think in in the report we also highlighted elementary and their commitment to building understanding of what's happening in physical education. And so, there's an example of the

041newsletter that Sugar Creek is doing just to build awareness with families about all of those opportunities. I think another highlight that we saw in the report is their strong commitment to the swimming unit and making sure that we get our first through fifth graders here to the high school so that they have access to to that as well. And to give Kelly credit as well, we have seen the officiating class and some of those classes that we were able to offer in the PE department, like guarding, coaching, and officiating, is allowing our students to [clears throat] leave with some industry recognized credentials and actually be employed and and be leaders in our community and applying their skills and earning some money while doing so. If any of you have kids that are like youth baseball,

042you've probably been roughed by some kids who took the coaching and officiating class. So, they were the ones officiating and telling you like, "Sit down, parents. It's okay. I got [laughter] this." Um, it's it's really nice to see those kids as leaders out in the community like being adults really as a 17-year-old, 18-year-old making some adult moves and adult conversations in the community. Cool. And knowing there was a lot of quantitative data for this report, we did rely on those student interviews. And so, being able to hear from students [clears throat] who are doing that really helped us to think about what are the skills they're getting beyond just the health and physical activity, but the leadership and building confidence as well. I think the student talked about, "You You learn confidence in a different

043way when you make the wrong call and you get to deal with the community and what you do and you make feel different." So, when important experience. So, then the next steps um for our team. So, very similar to what Eric was saying about art and music, the roll like times have been unbelievably helpful both like when like K5 meets or six um through eight and then through 12 or when we kind of meet together has been unbelievably helpful um in articulating some of our standards of what are those state standards and what are we actually doing in our class and how do we manage those two things together. So, we'll continue to do some of that vertical articulation um throughout our buildings, but then also K through 12. Um, the coherence is is happening.

044Um, I think it's hard right now for us. One of the struggles we're finding is kindergartners and then 11th grade are very different on those essential standards of like what they might need as far as like PE literacy. Um, so we're trying to figure out like where our essential standards might have like a through line for a few of them, but then a pockets for different age bands. Yeah. And that K through 12 time is helpful. So. Okay. So, we'll open it up at that line for any questions [laughter] that you have. I would also like to let you know May 1st through 8th is National PE and Sport Week. We've never really been done anything. There's always like finance week, but I'm about to start something. Do it. >> [laughter] >> And I invite

045you to PE class. Come on to my class cuz I mean even my health and PE like is very different than what I currently teach. And I'm guessing you as adults you're like, "Oh, I remember that PE teacher." Like they didn't Come on through. Like we're doing some really cool stuff. So, Art invited you, but we want you to come too. >> [clears throat] >> Wonderful. Writing that down. Will we have to climb any ropes then? That sounds like a Chad Weese problem. That's the insurance. Yeah. That's why we presented that at the insurance. Yeah. Bring that check every week. I know. Yeah. So, what I guess my my my curiosity is how has it changed since we were kids? PE versus also what health education now can can >> [laughter] >> can students needs.

046For sure. I So, I can speak a lot to the high school cuz I've been here at the high school 20 I don't know if it's been that years. Right. So, even since I've been in the district, PE is so different. It used to be like you're an athlete, you do a sport, you're going to be graded, you're graded on participation, you're graded on behavior. None of that happens at all any longer. It's all about like what do you want to do as a healthy individual? Where do you see yourself both now as a high school student and in the future once you leave Brainerd School District, how can you take the like personal healthy habits, whether it's activity, whether it's um like talking nice to yourself, whether it's like your your meal planning and

047meal prepping, that's really what it's about. And we try to meet the students where they're at at the moment. So, if they're in three sports during the high school season and then they have a job after school and they have like traveling team, that's like we try to meet them and say like, "You You've got all these like let's level you up to leadership now." How can you lead a class? How can you lead to maybe scholars that aren't at your same level? So, it's not just the athletes and the non-athletes any longer. Yeah, it's like life life skills. >> 100%. That's awesome. And just a question and an inquiry um and uh related uh from my experience and and biotics uh etc. But, can you speak to how we've transitioned to be more inclusive

048and um accessible learning especially for our students who may be LGBTQ or not gender conforming or not gender binary. Um, that would be good to hear cuz I think um that does show again us living our um our equity commitment around seeing barriers and addressing those barriers that they have access to and resources for all students. For sure. So, what I can think of with that is here at the high school, they they don't need to change clothes anymore. Like you don't have to go into a locker room and change clothes in front of everyone and be like nervous. Um, so that we took that barrier away number one. Like if you don't want to change, you don't want to change it. We also have um single stall bathrooms for students to use if they're

049interested in in changing or like after class if they're like, "Need to freshen up a bit." Um, we've taken some of our lockers out of the locker room and put them out in the hallway for any student, whether they're LGBTQ or just like, "I don't like space like that." So, we've utilized some of our um supplies to put in a different location for that. And then any student who might be feeling targeted or watched or looked at like during an activity if it's like, "I'm on the basketball court and everyone's watching me miss a shot." We try to accommodate that by having like smaller groupings as opposed to just everybody in the class doing the same activity at once. So, we try to make smaller groups, maybe partnerships if if you're comfortable with somebody in

050your class, that's who you get you're getting to partner up with frequently or intentionally um assigning teams with certain people that you know would be key. That's great. That's great to hear the evolution. It's a huge change. When I was at the high school Yeah, oh for sure. Mhm. And I also would add the language that we use is very different. So, instead of the girls team and the boys team, it's the red team and the blue team. We're we're definitely intentionally changing some language. Sure. Thank you. Yeah, those pieces around culture are so important. And just that reminder, you know, for all of that you've got these content standards. This is not just a free for all of right PE teachers doing whatever you think is interesting on the day. I mean, just the

051work that's happening 9-12, 6-8, 6-12 across the board. I just think that energy. And thanks for elevating for your voice for the community to hear you talk about that power of late start. Um, right. And extend our gratitude to the community for the ongoing support of that. But to hear you sit at this table and say, "Wow, as a person doing the teaching every day, I find these late starts really valuable." That's impactful for us to hear and I think for the greater community to hear. So, thank you for just how you shared that piece of the work as well. I had one quick question on like the data putting um the health in Spanish jumped big time like over 50%. I just like to know like what you're describing that or what that is

052or is it just students now being more aware or Yeah, and last year was the first year of offering health [clears throat] in Spanish. We only offered one section second semester. Um, and this year we had the numbers, so then we were able to include um multiple sections. We have two sections for first semester and second semester and so like two for next year as well. We We have gotten clearer on our TWI trajectory for our students who are in the TWI program and which requirements how they can build those requirements throughout. So, we are seeing some increased enrollment from our TWI students as part of their trajectory. We also are using this as a space to support our multilingual learners to be able to be in that space and learn health um in Spanish

053as well. And so, now that it's available, I think it's continued to grow as there's interest and people realize, "Oh, this is a graduation requirement as well and so I can do this. It's a TWI requirement, it's a graduation requirement. That might work well or does best serve my needs as a as a learner? Yeah. So, we have seen growth in that, which is fun. Really exciting with the updates coming soon on our human growth and development curriculum. And the teacher who's teaching health and Spanish sits on that committee with that in mind as well, to think about what are the human growth and development lessons and and what does that look like in in health and Spanish, but just even in our continuum of health and our human growth and development scope as well.

054So, excited to see those numbers continue to grow. The growth needs to be examined. Thanks. All right. Board, we can continue to discuss. We have the same role of determining our thoughts on our 3.2 health and physical development as uh achieving reasonable progress or reasonable progress not yet achieved. We can just have thoughts, discussion, or a motion. Uh >> [clears throat] >> motion to approve reasonable progress. Great. Motion for achieving reasonable progress by Juan Carlos. Is there a second? Second. Thanks, Joe. Uh any further discussion? All those in favor of approving our 3.2 health and physical development monitoring report as achieving reasonable progress, signify with I. I. >> I. Any opposed? Okay. The report has been approved. Thank you, Ms. Hassler, for being here. Appreciate your voice and your insight. >> Um Joe and board,

055we're going to do a quick flip-flop of 3.3 and 3.4 um with all of our amazing guests sitting. We have a student here as well. So, just to elevate the the time that everyone is giving to this evening, we're going to do world language [clears throat] next, 3.4. So, board members, making sure you have the right things in front of you. And all the members of Maria. Yes. So, 3.4 is around world language. Um so, excited to hear from Rosemarie and from Melinda introduce our student leader that's here tonight. Um Danny, you lifted up where are some of the data points from students that tell us we're not quite there yet is with music and I think within our world language report, definitely some celebrations and some areas that we're learning from students. Let's continue

056to lean into these areas. So, excited to hear from the team about that this evening. Oh, okay. So, the question for this results policy is to what extent are students expanding multilingual skills, that uh can think critically, and to engage with diverse cultures. >> more second. Can you do the introduction? >> [laughter] >> Okay. So, today I have Silas Miller. Silas Miller has been learning Spanish since he was five. So, we're very excited to have him because he is going to share how um students are using their language skills in the community in service to others. Thank you. >> Thanks, Silas. Silas is a senior, class of 2026. He has six more Mondays to go. >> [laughter] >> Thank you. All right. So, to start out, we will be speaking about our leadership goals. Uh

057so, what I would like to share with you is that our what our world language teachers have been doing for the last year during this past year. So, we've been hard at work with essential [clears throat] standards as part of the district standards uh base teaching and learning efforts. Uh we've also continued with world language Mondays, uh which give world language teachers dedicated time to collaborate um 6-12. So, across languages, across grade levels, uh to ensure that cohesive experience for all world language students. Uh we've also increased and differentiated efforts to be able to increase the number of students who are earning the Seal of Biliteracy. Um so, our numbers have actually more than doubled. Last year, we had 41 students that were recognized uh for the two students that were recognized. This year, uh

058we are on track to um having 89 students have earned this recognition. So, it's very exciting. Okay. So, um a little bit more about the Seal of Biliteracy. Uh one of the requirements is a sociocultural and bicultural component. And what we do is that this component is really meant to encourage students to have not only engage with diverse cultural experiences, but we also really want them to have meaningful experiences where they are using their language abilities in service to others. So, students in the two-way immersion program, which the two-way immersion program serves a dual purpose. It's one is for our multilingual students so that they have access to the content and are able to continue learning their home language as well as learning English. Uh we also have students that engage in this program as

059world language students because then they are able to um learn another language. Um So, what we've done is that this year is our first year for our seniors to work on a two-way capstone project. And Silas, I invited him today to um talk to you because when I was uh looking at calling different community organizations about the um around around that area, I called BPN and they said, "We have students there." And they said, "I you know, I don't really know how many students there It's in the report. Sorry. I'll I'll put that in my head. But, his his name came up as being someone who has really supported So, I'm going to turn it over to Silas to talk to you about his experiences. Yeah. So, at um BPN, I kind of work at

060the front of the store and let people in and greet them. Um a lot of the times I'm going back and forth between going into the actual pantry and like helping with registration and greeting everyone because there's not enough translators there for how many people need it. Um I I don't know the exact number, but I'm taking a guess probably 80% of the people that go through there only speak Spanish. Um so, [clears throat] I am usually at the front of the building just talking to people and helping explain to them how the pantry works or registering them for the service, making an account with them, adding people to their account, all that sort of thing, explaining what kind of documents they need to bring, like as in proof of address, all that sort of

061thing. And you Last Wednesday, I walked someone through the entire store. It takes about 15 to 20 minutes to go all the way through all the different different lanes. Um but I walked her through it speaking to her in Spanish the whole time because she wanted she asked me if I could go with because she felt uncomfortable. So, that being there and just helping people feel comfortable in a space where they're either new to it or it's just uncomfortable in general. Um having that access to food and access to support is something that I do. So, uh as next steps, um so, we we use feedback not only from our students' scores, from our grades, how many students are involved in classes, but we also uh started surveying students and talking to them about their

062experiences to help us think about how do we um continually improve our our world language program and strengthen it. Um so, um just as an aside, on May 21st here at Verona Area High School, we are holding our first two-way capstone night. It is uh so, you're all invited to come and listen to the students talk about their projects as uh well as celebrate the hard work. Um next year, we have we have five high students that are doing the capstone. Next year, we have 12. Right? So, we we're slowly increasing our numbers of students that are that are going to pursue that opportunity. Uh so, looking ahead to our efforts, uh our focus is threefold. One is a continuing continuing to work on vertical alignment. >> [clears throat] >> And Spanish speaking teachers have

063that. So, we are leveraging our um monthly PLC collaboration uh so, the teachers have that opportunity to go 6-12 or 7-12 um across languages, as well as exploring other opportunities to uh collaborate with our for our Mandarin teachers being able to K-12 collaboration as well as our two-way Spanish teachers being able to K-12. So, that's in exploration phase at um thinking about what would that look like for for our uh teachers. The other thing is that uh this year, so in a few weeks, uh students are going to be visiting the middle schools to talk and fifth grade for our two-way capstone the students in the two-way two-way capstone. Um so, the the seniors will be going to present to classrooms in fifth grade and eighth in the middle school two-way as well as our

064students who have gone overseas this past year will be sharing with middle school world language students about their experiences. We really want to encourage students to see themselves in these experiences as well to to continue learning other [clears throat] languages. Um and then uh continuous improvement this year, um I did share the results policy with the world language teachers because I wanted them to add that voice [clears throat] to it. Um during the entire year, so we revisited it and talked about how what things can we add to this to the reports so that we can share with you as well. And there were some things that uh they were doing that I that they that they shared and and I think it also encouraged them to to um engage in continue to engage in

065activities. Like one of them is the the uh world Language Olympics, which was started last year and it was a very fun event um for students. And they just took ownership of it. They got their little tables and made games and different uh activities for all the students and and at the end they all kind of had like this cognitive bowl is what they called it. So, all the students were making very educated guesses about what words mean in other languages based off of what they mean about world languages even if it was um in a language they might not be studying, but because they have those um meta-linguistic skills, they were able to figure it out. So, it's just overall it was a good time. I think moving in the next steps, we were

066here a year ago um and in the the year previous we had gotten a lot of feedback from our community that people didn't even know what the Seal of Biliteracy was. Right? And we really needed to do some work to built a website. In our survey results this year there's a 22% increase in students who said, "I know what that is." Right? And then we see students who know what that is and then our numbers of students in the Seal of Biliteracy and earning that have doubled. And so, recognizing really important role that awareness plays in all of this. [clears throat] Similarly, our capstone has continued to grow and more students engaging in amazing opportunities like Silas being able to tell his story, sharing that um at our capstone night, sharing that with our fifth

067graders and our middle schoolers to continue to again build that visibility and build awareness of what opportunities do exist within our system to continue to grow um to grow that into magic just students still said that the student interest. So, so next steps from last year that I think we're seeing pay off in terms of what we're seeing in this data and some commitment to continue moving on that. I think we'll open it up for questions for Rosemary and Silas and you. Yeah. >> [clears throat] >> Just really quick, I just wanted to put in this space. First, thank you so much and Silas, that's phenomenal. Uh I just want to thank you so much for your for your leadership and representing Verona Area School District again. Most importantly, continue to support our community. We

068really really appreciate it. That. Um and this fresh on my mind is coming from the World Language Education Conference uh Friday Friday and Saturday. Thank you so many staff, Silas, Amy, uh Rosemary that were were in attendance there. But um what makes this board uh just so great is the advocacy that you that we continue to do together um and to know that Wisconsin is on the wrong side of the 20 states in our nation that do not require world language as part of DPI requirements still really just sticks sticks with me. When you think about the examples that not just Silas gave, but we know what it means to be uh diverse in a global society and a thriving diverse global society, the absence of language and us not have that as an expectation

069uh through DPI in our state just really sends I think the wrong message of who we value in understanding what it means to thrive in a diverse culture. So, just want to continue I has really nothing to do directly with the report. It's just in the space and it's fresh to let's continue to push and uh encourage DPI to have that representative focus that we should all have and do and do make the requirement of public education. I'll get off my soapbox for a second. >> [laughter] >> Uh I'll join you in the soapbox for just a second. Uh so, uh as uh an individual that cannot have access to my cultural uh language uh Spanish or any indigenous I I I think um the importance of access to language to preserve our culture, to

070celebrate our culture, to find pride in who we are as black and brown people um and and the diversity of of the world, I think it's so important that we have these programs and um I just want to uh thank you uh that it is a priority within our district that we uplift uh access uh to uh international languages. A wild idea that I was thinking of. My mom worked at a tribal school for many years and they centered uh tribal languages. She was in the United Tribe um uh in near Green Bay. It would be great if we had a connection point to celebrate the local uh his indigenous uh languages of Wisconsin. At least understand that that this is also part of the mix of of when we think about language um that

071there's additional languages that are not foreign language, but actually from here. Um just a just a thought. Not as a requirement, just like putting a thought idea like to see. I'm listening. Thank you. Dr. Clarity stole my thunder. >> [laughter] >> Since since he's known me, since everybody has known me, I've been a huge advocate of getting DPI to make this a requirement. Because I you know, I I come from Watts, California where it was a requirement. And it can only help you. And what you're doing is absolutely amazing. Yeah. And just justifies the need for for uh students to be multilingual, to be able to thrive in a global diverse society. And I don't care what field you get into, whether you're you know, spot welding or you're you're a cardiologist, being multilingual can

072only help you. And when I first learned that DPI it wasn't a requirement for the state like years and years ago, I was shocked. I I couldn't [clears throat] believe it. And what you what you just stated this afternoon, this evening just proves the advocacy, the the reason for it. And I think we need more of those stories, more of that that qualitative from the from our student voices to be able to justify the need for it to be a requirement. True. Thank you. But but with that just comes the philosophy, I think the undertone of this entire dialogue is that we value other cultures and languages um not as a mandate, but because that's how it is to interact as humans um rather than feeling as though English ought to be the way. Um

073so, just the way that you're showing up in spaces, Silas, the way that this conversation is going, you can feel that that is the undertone is that we hold value for everyone to be able to show up and speak their native language and that we show up and share that same value and want to learn from others and not sort of demand that, you know, everyone conforms to what we think is the right. Um so, just I want to appreciate that that is kind of the shared sentiment at the table. Um this report, like Meredith said, there's so much to read here. Thank you to your team. I really love [clears throat] how you elevated that that this has kind of been like a living breathing document that people have been able to dialogue around

074and work through it. That's so apparent in the way that this um had information to share. Silas, thank you again for being here. Would you mind my asking, you don't have to, but I'm just curious how you see kind of the language development that you have going beyond the walls of Verona Area High School? >> [clears throat] >> Um Dr. Clarity would like to hear this that I'm going to UW-Whitewater. Yeah. >> [laughter] >> I'm double majoring with um business and Spanish, SO. THAT'S WONDERFUL. >> [applause] >> THANKS FOR SHARING THAT. SEND ME send me your t-shirt size. I got you. >> [laughter] >> Any other questions, comments from board members? I don't I I I love this. There's nothing to add because I wanted to add, but then everybody's kept talking and so I

075can't >> [laughter] >> I can't add. What am I going to add? Because I I agree with everything you've said. Um but but a question about the report. I noticed that there is global immersion opportunities um that students have that they can go to Spain or other countries. What does that look like and is there a cost attached to that? I'm just wondering and like just because those opportunities are so awesome and in the spirit of uh how do we approach that? Do we give everyone that opportunity to access such an amazing opportunity which is overseas? It's probably costly. What does that look like? How do we approach that? So, this year was um from um from what the teacher that told me is that this year was for human humanities they've done it in

076the spring break. So, there was a several teachers that took a group of students to France. And the the group of teachers that took several students to Spain. Um that there is a cost associated with it. The students uh either have a fundraising or they their family provide it. So, that is some a question that I also have is how do we help expand this? Um our German teacher last year, so she doesn't do this every year, but um what she does is she partners with a school in Germany and the students stay with the students here. So, that does reduce cost because in the room and board is voluntary voluntarily provided to the students coming from Germany. And then um the students Verona Area School District students high school German students taking the German

077classes then will go to their city um and go to school with them and everything. And then they the families then provide. So, it's an agreement. They provide the room and board for the students. And it's voluntary. So, it's kind of like a a reciprocal relationship that she has built with the school in Germany. Um the the trips that were to to Spain and France were more like seeing sights and and being able to immerse in the culture as much as possible. So, those are the uh ones. I know that there are other ones in other departments like our agriculture education department does a trip to Costa Rica. And there have been other trips and you can come on the trip. Yeah. We did. I really appreciate all the work that you I I was

078just going to say I I I have a kid who next year is going to be participating in that German exchange program. And I think Juan, you hit on a really good point, which is even that one, there's still a cost associated that I think can be a barrier. Uh [clears throat] the department does a really good job job of trying to set up fundraising opportunities to offset the cost, [clears throat and cough] but there there is still a cost that I think maybe doesn't open that opportunity up for everybody. Right. And things is I love that program and want to continue and expand. Yep. But it would be ideal, obviously, to come up with a way that we can ensure as many students as possible can have that amazing experience. It is a I

079mean, that's an amazing amazing tool. Mhm. It'd be cool for everyone or as many people as possible to have the opportunity to take advantage of that in any way that we can think about being creative about would be a little bit of a lens to what we're all trying to achieve across the board with you know, equity and everything that in the next steps. What's the follow-up on that? I'll take that back to the team and we can think about how do we make this more accessible and how do we also bring opportunities here as well so we have both and and and opportunities to directly serve our community right down the street. So I think all of those things are really valuable helping us to fulfill that mission. And then one more question about

080the report. I just got to notice a couple of things about the scores. >> So everything on the Spanish side has been amazing but as far as the composite scores going up across grade levels, but I did notice that Mandarin tends to drop off a bit and I just had a curiosity about what's driving that. Is it just the level of difficulty or just the I guess I'm I'm not going to guess. So that's the question. So that's one of the reasons why we're exploring vertical collaboration. Okay. And next year because that is an a known and then it is something that we we we understand we should be working on. Um it's I I think having that K-12 continuum will help as well as um um the way that actual American Council of Teachers

081of Foreign Languages and as well as the Wisconsin Department of Public Instruction, the way they describe how language proficiency develops, they do recognize that languages that are more Germanic or Romance development happens a lot faster because it's the same alphabet, uh they have the same roots, and there's a lot more connection to that language, you know, grammatically and and uh the ideas behind it. When it comes to other languages like Mandarin, because the um the way that it's written is so different in the way that um language the language is expressed, it it does take a a little longer. So that is one thing that we're exploring is how do we support students in continuing the development in a meaningful way 6 through 12 after they leave the uh International School. Middleton Area International School.

082Thank you. That's all I got. Yeah. Thanks, team. That was great cuz there's so much to dialogue here and again to reiterate for community members to watch the videos, read the reports, everything is there. It's really great information. Yeah. All right, board members, same role, our determination as to whether or not 3.4 World Languages is achieving reasonable progress. Motion to approve. Reasonable progress has been achieved. I know. I have to have it in front of me, right? It feels intuitive and yet not. Thank you. Motion by Meredith. Is there a second? Second. Is that Was that Yeah. Okay. Corby, second. All those in favor of approving uh 3.4 World Languages Monitoring Report as achieving reasonable progress, signify with I. I. Any opposed? All right. Thank you, Rosa Maria. Thank you, Silas. So lovely to meet

083you. We'll see you at graduation. And thank you to Ms. Johnston for getting We did a little rearranging here. Some moving backwards {slash} onward to 3.3 Career and Technical Education. Yes. So 3.3 Career and Technical Education. And a reminder here, kind of our our question is pretty pretty high level. To what extent are students developing their technological fluency and their ethical practice? Oh, sorry. I jumped all the way to technology. Sorry. Right. That's okay. Wait a minute. Back up here. To what extent are students applying academic and technical skills to real-world experiences that prepare them for careers and lifelong learning. So obviously we have Jenny Johnston here as our school district coordinator at the high school. We'll speak to some of the work that we're doing specifically at the high school. Hopefully you see in

084some of our action plans and our next steps. We want to continue to grow this [clears throat] down to the middle school level and make that that a bit more robust. We too are really proud of some of the work that we're doing here at KDAHS. So I'll turn it over to Jenny. I'll let you drive. Oh. I want to click. Sorry. Okay. Um hello, everyone. Thanks for having me. Um so some of the things that we've done leading into this school year and during the school year is uh our CTE staff has grown opportunities for student organizations. So DECA is in I believe year two. FFA continues to be strong. FCCLA is growing. Um we also have HOSA and we're getting our um biology teachers that work with our Project Lead the Way classes

085and HOSA getting that CTE certification to go on that license. Um they're getting their high school license. Um [clears throat] and then we also have SkillsUSA. Um so we're kind of we're working on growing all of those and many of our um organizations have had their state competitions and have people qualifying to go to nationals this year, which is pretty awesome. So they're they're really killing it. Um as far as increasing uh course offerings and connections, our CTE department is also constantly evaluating what are the dual credit opportunities that are offered through Madison College or other technical colleges or four-year schools that, you know, align with what we're doing. So the idea is that we want students that are diving into our CTE classes having two or more courses in a pathway, the opportunity to

086participate in a student organization, the opportunity to take a dual enrollment class that aligns in that career pathway, as well as earning industry certifications. So our department's always looking at what is the new list of industry certifications, what can we offer here for students that can help them be marketable and really dive into their career pathway of interest. Um along with work-based learning. Additionally, we're working on building student awareness. We had a career fair this fall and um it was awesome to see the kids were really engaged in it. We had the apprentices there that were actually speaking about their experiences. Um so that actually helped build a lot of awareness for that program and we had over 100 students um filled out the interest form that they were interested in participating next year. So

087I've been working through a meeting with all those students and seeing if it's a fit for this year or for next year. Um and we're also working with um like looking in the career guide or the course guide, sorry. Um for example, like spelling out like these are health science classes. So when we've had our classes before like biotechnology, bio two, medical terminology, they were sort of put into the science department, the ag department, and family consumer science. So we made um a conscious effort to like make a health science department pathway so that the kids that were interested in that could see that pathway and what classes were offered. And I had met with a student who was like, I didn't know we had that, but this year I saw it in the health

088sciences. And I was like, yes, it's exactly the point. Um so doing that and then we're going to add that in uh throughout the next year as well. Um and then looking at next steps, we again, the CTE teachers, like everyone else has said, they're working on their standards. And then also we're looking at aligning like with academic and career planning, trying to build that up and strengthen it at the high school um as well as aligning it with um middle school. And then also seeing what opportunities we have at the high school in our CTE classes that filter down and sort of get started in middle school. And are there any gaps and how can we fill those and maybe build some programming. Um as far as at the high school, like I said,

089we've got new course offerings for next year. So the new courses are all proposed like in October. So we've already done that work for next year and then we're considering like, okay, then what's the next move as well for 2027-2028. Um we will be opening the um the Den, the school store. So Ashley Otten is working on that. So she'll have advanced marketing class students like starting it up and running it. Um and then that will also lead to internship opportunities for students so they can have work-based learning here at the school. So if someone used to be like a teacher assistant or something in tech ed, they could actually have an internship where they are creating things that could then be sold in the school store. So they can price it, they can figure

090out like what are the materials, what are the plans, and then they can have that opportunity to earn credit and that work-based learning experience for a little bit of industry um experience. Um we also are looking to add industry certification opportunities in agriculture, so every year new industry recognized credentials get publicized and there's a couple of that Jamie's really excited to bring into her ag classes cuz she's been waiting. So, it's it's a big year for ag this year at the offset industry credentials. Um and anytime that we can add more dual credit opportunities and work-based learning, we're always trying to find ways to um increase access for students. So. Those are the things that you've been working on and are working on. And again, appreciation for this recording was was great for Jenny and

091I to be able to go back and look at where where students gone after graduation and then actually to get some quotes from from the field, from their professors, etc. about how how they're performing and how they just really prepared them. So, that was really helpful data for us to dive into that we may not have um without without going back and looking at this question and thinking about what does this look like beyond our high school and how are they applying this trajectory? So. Thank you for that opportunity. We'll take any questions that you may have. More of a comment. When [clears throat] you brought up uh building student awareness, Mhm. watching it in real time working is is a thing that you over the past 2 years uh working with students at Madison

092College, I have noticed and brought it up at at Madison College board meeting. The increase of students from Verona to Madison College has been exponential over the last 2 years and and I know it's because of what you just presented. Um when I when I first joined the board, I remember meeting with students who when I would bring up Madison College as an option, they're like, "Huh? They have this program, that program? I didn't know that." But obviously, that's changed since 2 4 years ago because now there's still an influx of students specifically from Verona attending Madison College. So, that I couldn't thank you enough for what everything you presented has worked. Yeah, thanks. Just uh more of a comment and promotion of of uh programs that I've that I've been engaged with uh in

093my my my career, my AISES, American Indian Science and Engineering Society, uh SACNAS, the Society for the advancement of Chicanos and Native Americans in STEM or sites. Um that there are specific areas too that I think we uh should inquire if there are partnership opportunities like uh paid internships and other career uh and professional development pathways for students, especially [clears throat] uh girls and people of color that don't see themselves necessarily in STEM or those doors haven't always been open. Um but then also pathways to historical black colleges, universities, other things that um that we're when we're thinking about as we uh bring to life our equity commitment, that there's an opportunity there to really look at other organizations outside of our district that are interesting to network as well that they have some cultural

094relevancy that we can learn from and students can connect with. Yeah, I completely agree and getting the word out to students and figuring out what's the best way because there are these opportunities, how do we communicate that to them with that in mind? That's something that I've grappled with because they're not really excited about checking their email like I don't know. >> [laughter] >> I know that local chapters, I know AISES has local chapters here with the university, but you know, organizations like Plato, that's a non-profit locally here. Um there's a lot of great opportunities there, but I'm happy to connect with some of the ideas that I or maybe some of the connections that I have. Yeah. And we're also trying to help our employers for something like youth apprenticeship really get that word

095out. We get wonderful feedback about how much they enjoy our students and how impressed they are with them. And so, continuing to use them also to spread the word and have more business and industries represented within our department or youth apprenticeship I wanted to share a comment around the middle school pathways just because I've been hearing some students get excited. They took some kind of uh I don't remember the name of it, but basically some type of analysis tool that told them, you know, based on your interest and these fields, you'd be great in as a chef or, you know, as an entrepreneur. >> [clears throat] >> So, I've heard a lot from students in seventh grade that taken that and were really excited about it. It actually impacted the courses they're going to take

096in next year in eighth grade. And uh some of them were excited to take an entrepreneurship class uh or other courses that I was like, well, I mean, for me it's just when I was in middle school, I was not thinking about I wasn't excited. I was like, "What do you mean?" I'm just trying to figure out how to be awkward and ask this girl out on a date. >> [laughter] >> Get through my awkward get through my awkward years. Yeah. But um sorry. I was joking, sorry. Uh it's amazing >> [laughter] >> What I'm trying to say is that it's amazing to hear that they're thinking about what's next, right? In middle school, they're like, "I'm excited for next year and I'm excited to go to high school and go and I start seeing

097my future form." But So, I'm just saying that's thank you for doing this cuz it's working. You get students excited in middle school, which I feel like the hard part about middle school is that they're kind of like, "Why am I doing this?" Yeah. That's the The fact that that landed well, I mean, that says again something about the culture of this of all of this because they could still be really like, "I don't know what I'm doing tomorrow. Why am I taking this survey about what I'm going to do with my life?" But the fact that uh students have enough self-awareness, student agency right across the culture of this district that at a middle school level, a learner can do that and have a sense of like, "Oh, that's interesting." That is I think

098a bit atypical still, but it says a lot about what is being created I think in our district. That's awesome. Yeah. I was going to say I speaking of middle school, I've got like six of my youth apprentices are going to go present as one of the career fairs so that at Badger Ridge, they're having a career fair. And so, um some of them are going to present as one of the guests as a group of guest speakers so they can talk about their career path of interest, what they do in their job, and what kind of classes they've taken at the high school that kind of um prepared them for those experiences. So, I'm excited to put them to do that this year. I was going to build on that. I think we named

099the middle school pathways here not because there's nothing happening at the middle schools. The students are doing Zello self-inventories, we have career fairs, we have different things that are happening in pockets, um but we want to make sure that it's a it's a really clear pathway throughout the system whether you're at Savannah or Badger or Core Knowledge. What are the experiences that we want all sixth, seventh, and eighth grade students to have as they transition to the high school. So, you've heard a lot about Rolex already, but our counseling team and we actually pulled together um our counseling team 6-12 and had our administrators join as well as Jenny for some of our last several Rolex to start thinking through what does that look like? When do students start building a resume? When do students

100do a mock interview? When do they do these inventories? When do they and how do we make a trajectory of that so that there's individuality across schools, but there's also some common experiences that we can we can build from and really capitalize on that culture that we're trying to build for our students of that that post-secondary planning. So, excited to continue to dive into that work. It's a group that's got a lot of ideas. So, where is the fitting school day [clears throat] and how can we make some of those connections? But there's a lot of potential there and a lot of interest. I had one curiosity question. Do you see you know, AI or, you know, any of anything Is there anything impacting the way that you're seeing dual credit courses or courses being

101offered? That's report. Yeah. That's the next report. >> That's the question I started asking. I I wasn't sure where to ask it, but yeah, okay, got it. It's coming up in the cone up next. Take note, Jason. question Thank you. Great job. I just want to say that honestly, when people when I talk to people who are familiar with our district or not or just right the the role that I'm in, this this is just one of the things I'm most proud of as a board member, as a community member, as a parent, I just think in the the things that we talk about at this table about not being obsessed with AP, four-year track, just the silos of traditional academic obsessiveness that I think we pretty much all experienced when we were in school,

102I'm so proud of the support from our community, Jenny, of just all the work that you do, like just how much you carry and how much all the people that you're working with are doing to keep these opportunities growing, the facilities we have, you know, just I'm so proud of all of the investment from humans and finances, all of it to have this be as rich of a a thing that we have for our students. It's just it's so amazing. It's so amazing. Thank you. Cuz it's a lot. You're welcome. Just yeah. Yeah, thanks for being here. >> [laughter] >> For doing all the things and for being All right, board members? Motion to approve as reasonable with reasonable reasonable progress. Being achieved. Being achieved. So, we're still getting there. >> [laughter] >> It's okay,

103I think it's Right? Is that a second from Christopher? Okay, motion from Juan Carlos, second from Christopher. Any further discussion? All those in favor of approving our 3.3 career and technical education monitoring report as achieving reasonable progress, signify with I. I. Any opposed? Thank you. All right, one more. Thank you, John, for doing our notes on 3.5 technology, Mr. Rubo. Did you get the free question in there? All right, so you can craft your Your answer to discussion. >> [laughter] >> Okay, so now we're on technology. Um, welcome to Jason, Mr. Dean here as our technology director. So now our question is, "To what extent are students developing technological fluency and ethical practices to protect privacy, respect others, solve problems, and understand computer science?" So definitely a big question. Lots of questions, lots of connections,

104and more questions to come. So I will turn it over to Jason for our leadership moves. So, uh, some of the leadership moves we made, uh, kind of on the academic side of technology, uh, we revamped our digital citizenship curriculum, uh, for K5. Uh, so we went, uh, kind of reshaped that, recreated it, got that sent to our teachers. Um, and then, obviously, when it comes to our middle school and high school, finding those ways that it is integrated, uh, within their regular classes, health, um, in the middle school, and then from our counselors as well. Um, and looking at ways that we can also, you know, cuz this results policy for our students is not just learning about technology, but learning about how to save with technology. Uh, one of the things we did,

105uh, through the power of us moving to a new rostering system, not just for students, but for staff as well, um, allowed us to actually give our 6th through 12th grade students the ability to change, uh, their passwords. Um, so just kind of teaching them about that process, um, along with we also increased the character count for those students as well, uh, to a a better standard. Um, couple other things as well, um, our AI plan is is something we've been working on uh, this entire year. Um, it really kind of started the very end of last year with just seeing all the free versions of AI that are out there and making sure that we're going through vetting, uh, different ones. Uh, obviously we have Gemini and the Google LM that we built in

106with Google, but trying to find something that is specifically education. Um, and so that was us moving with a premium license for Bressler AI, um, and then using that uh, throughout the beginning of this school year uh, to where we are now to uh, use it kind of as our or use that as our educational AI tool within the classroom. Uh, one of the things to highlight uh, that teachers are able to do with this is create what are called boost activities, uh, which is where they're able to create it's called a walled in garden approach, uh, with AI for our students. So they can go, tie it over Wisconsin state standards, they can upload rubrics, they can upload the assignments, and really create something for our students that can then use AI in that

107safe and responsible way. Um, you know, they they have the rubric, they can only ask about those things, they can't ask anything outside of that. And uh, we've had 585 uh, boost activities created by our staff this year with our students throughout this school year so far. Um, we have a leveraging technology academy group. Um, me along with six other people throughout the district from Dr. Clarity, uh, Amy, uh, Dr. Cox, uh, Mr. Cox, Dr. Um, and then a few other educators and admin, uh, throughout the district. Um, not only meeting here as a team, but then also meeting with four other school districts throughout the state, um, at kind of their Headquarters also, at the headquarters of the district. Um, over there on the east side, and uh, just really working on our AI

108plan and making sure that it's you know, when it first came out it really was seen just as like a tool in education, and I think that's where people were on the fence, do we turn it on, do we turn it off? Um, and really focusing on the teaching and learning aspect, so that it's not something that is seen as just, you know, almost like a teacher paid teachers a few years ago where people were just using it to create these things. It's [clears throat] using it as a way to enhance what we're doing within our classrooms, especially with our curriculum that we have. Um, also going out of community of practice group. Um, so we had, with that here at the high school, uh, they opened that up to staff that were interested in

109learning about AI, uh, and they had 25 teachers sign up for the first session, and then with the second session when they ran that, they had 41 new staff members uh, ask to be on that that AI part of it. And just seeing the ways that um, teachers not only learn about AI, but specifically for their role and ways that it can help them enhance what they're doing in the classroom, uh, it has been great to just see in a lot of these different areas. Uh, community engagement sessions surrounding technology. So these were two online ones that I hosted, um, and we had two topics. The first one was keeping kids safe online, uh, which covered a a a a bunch of variety of topics, whether it's from, you know, setting up devices for your

110students or for your children at home, uh, to just learn about some of the areas where you you want to just monitor a little bit more. And then AI basics as well. So teaching our community just about some of these tools, um, not just the names, but actually how to use some of them as well, the same way that we would teach our staff. Um, new curriculum integration with digital tools. So all the new curriculum that we have, all of them have digital aspects to them. Um, so it's been a great opportunity for myself to be a part of all those curriculum teams and kind of seeing what all of them offer. Um, and then that is the most recent with the science curriculum adoption for middle school and then the current work with the

111elementary schools. Um, and then one other big highlight that I was able to get from Dr. Cox from here at the high school, um, our previous course requests for this school year surrounding technology and computer science, we had 190 requests, and for next year we saw that rise to 216. So seeing our students excited about the technology that we have in the district, and I think that speaks volumes with the technology that we have available here at the high school, but I think it also speaks volumes with what our students are coming into the high school with uh, throughout their info tech classes at our middle school. Um, so I wanted to highlight and actually this is with our community of practice group. Uh, we had a few different staff that we reached out to

112just to kind of give a comment on ways that they're using some of these tools. And it's just so interesting with being a part of these different uh, professional developments and groups with teachers not only here at the district, but throughout the state, is those kind of aha moments surrounding AI, where, you know, having those conversations and then, "Oh, wait, I I can I can use that uh, for my role." Instead of feeling like, "How is this really going to affect me? This is my specialty." Um, and really seeing the ways that our staff are using them from, um, you know, looking at ways uh, you know, with the students that they're working with to, you know, our our programs like our uh, FCS uh, program here at the high school, and looking at ways

113that they can enhance the lessons that they have in the curriculum that they have where there's not always like a a typical curriculum that you would have. Um, so some of our next steps, uh, we are currently investigating new digital citizenship programs for our students, um, and this would be something that would actually expand it from central office outside of our elementary schools, um, to not only inform our middle and high school students more about some of the things surrounding like phishing, um, spam, things like that, um, but also gamify it the same way that we have with our staff. So I'm I'm sure some of you have seen my things about our staff being able to earn prizes by, you know, going and submitting our uh, emails during our phishing campaigns. Uh, we are

114actually looking at doing that as well for our 6th through 12th students next year, along with some informational videos that we'll send as well, and and gamify it, and have some raffles for our students as well that they can earn prizes from the tech department. Uh, finalizing our AI plan and having that ready to roll out for the 2026-2027 school year uh, with our staff and students. And then also creating more professional development opportunities, uh, you know, just surrounding technology. Um, you know, I know AI right now is the big thing, but just with any type of technology, there's always going to be something new that's going to come along, and finding ways that we can go and try and be ahead of it. You know, I'm I'm very proud of the work that our

115district has done surrounding with AI. Um, I mean it was two years ago with our family learns um, thing we had for our teachers in November, and we were already teaching our our staff about AI um, that early on. And just being able to keep on enhancing what we're doing, and when the next big thing comes, we'll be ready and making sure that we're we're bringing that to our staff and our students. So this first question here, we've already had the first question, and you already addressed that. You want to Can you uh, Oh, yeah, I actually I was um, I was just going to make a note that I realized that we're offering community based classes, and there was one with AI recently, which I love because I think that you know, taking the

116approach of obviously enhancing our staff and students on varying levels for real with AI. Uh, parallel to making sure our families are informed, because the magic happens if both sides are informed, right? If you're you're doing it right at school, and you get home, and it's just chaos. That's, you know, what, right? So, um, I I just wanted to make a note that I love I don't know if you had I'm sure you coordinated that to some capacity in that class with the community. Oh, yeah, I I I I thought you said [laughter] I led those two sessions online. Awesome. Yeah, okay, great. So I I was just saying thank you for doing that, because I love connecting staff, students, and and families. Uh, that's a great approach, especially with AI. Um, and um, I

117I just had a question on how we're incorporating or rolling out the appropriate use of AI next year. Is it going to be available to K-12 at once, or are we phasing that? Just high school? What does that look like? Yeah, so I will say I this is another area that I think we were early adopters on, so where we've had AI actually in our student acceptable use policy for now this is the end of the second year of having that and then it was actually added to our progressive response model this past summer as well. So when it comes to those areas we we've had that in place. When it comes to kind of AI where it's going to be available that's something that we're still finalizing that piece of it um just cuz

118it is kind of that delicate balance of uh who do you open it up to what do you open it up or what do you open up? You know, obviously we have risk that is there that our our staff can create those AI opportunities for our students but you know, when it comes to Gemini and notebook LM which are both housed under the Google workspace which is what we're a part of you know, finding what makes sense for us to open up to our students and plan. Cuz it's not just you know, flipping a switch. I've heard districts actually doing that throughout some of the conferences I've been to and I'm Yeah. Yeah, but you know, making sure that we're doing it in a way that is not only uh taking the time to figure

119out who we open it up to but the the how we get the professional development out there to our students as well about using it in a responsible way. Right. I appreciate that. It's been helpful to build staff's comfort level this year too. So staff understanding of what the tools are themselves and then help us think about now how do we introduce this to students and what are the series of lessons that they'll need and what might we need to re-teach and this will continue to evolve every single day some kind of new version or new update and how do we teach them those skills as well to to adapt that. So that's that's part of that finalizing the AI plan and really thinking about the implementation and roll out and thinking about that K-12.

120Like there's a lot of interest from our high school staff and our elementary staff don't necessarily see themselves as much in that and what can that look like. We use AI to to write social stories for elementary students and save teacher time doing that and like so there are some uses and we want to make sure that we can build confidence within our staff to then think about what does that look like for our students and you hit on the community education how do we also educate families on what what tool can my student use and what tool can't my student use cuz I'm sure they're hearing a lot from the media. And then those courses that you have in the future [clears throat] will they be recorded so members both staff and students or

121members of the community can access them if they weren't able to make a live session? Yeah, two that I did are both available. I the video recording for at least one of them I know is available online. I'm not sure I'm I'm almost positive they have it. I don't know if they've posted it yet but yeah, That's what you're talking about. So it's there there's a library if you don't make it. You know, that is accessible at any time. One quick thing and then it may be out of the scope of this report but I think it falls right into it actually. What I'm noticing from our students is this is causing them to think about career pathways involving technology and I I hear it every day. I see it every day and one of

122the light bulbs that came on last that just made me laugh hysterically was when they realized gaming was a career pathway. How do I get into that? There's a school down the street. Finish first. >> [laughter] >> And so I think this is a nice segue into introducing them and getting that thought process going of technology being a real life career pathway. So this is excellent. And I think something that's special about Madison as well surrounding technologies is there's so many you know, pieces of tech that are are huge on the world that are in our area that you don't even realize. I mean you mentioned gaming you know, in Middleton is Raven software which is one of the big developers for the Call of Duty games, right? And the fact that we have that

12310 minutes down the road. You know, we obviously have Epic you know, stone's throw away, right? You know, and all the amazing things that they're doing with technology and and starting to incorporate AI into a lot of those pieces as well. So we're very lucky with where we live because it's not just learning about technologies it's the opportunity to see them in real life not just as a kid but seeing them as a high schooler as a potential career path. No. I was just saying I think piggybacking off of what Corey brought up and one of my questions not necessarily for this report but going forward is about how we partner with some of those assets that we have right here in the community to not only show career pathways but to also like see

124what it is that we need to be teaching our students even if they're not going into those pathways. I know I've always been kind of a big proponent of like whether or not you go into computer science learning how data structure works and learning the logics behind computer programming is crucial part if even if you're just a writer whatever you're doing like that logic underlies a lot of what we do in life and increasingly so if we rely on these AI tools. So you know, like not just so I think going forward my question is about like not only do how do we leverage you know, the Epics and the Ravens of the world to show our students what future careers they might have but how are we getting feedback about how we can incorporate

125computer science you know, across disciplines. >> [clears throat] >> So. I think in addition to that too it's understanding limitations of the technology is also important to be as well. In the world of AI there's certain skills that are going to set people apart, right? I mean AI is going to do a lot of these automated repetitive tasks already is. So I think it's going to in understanding this better students will be equipped to know what soft skills will differentiate me in addition to that obviously the computer science background. Understanding data and analysis yada yada yada. It's about it's the it's those what what it's in understanding limitations as well as what it's capable of doing that I think can provide a lot of value in terms of what areas they can focus on that

126are going to differentiate. And I you know, when it comes to technology you know, you can go anywhere in this building and see you know, the amazing things that our staff and students are doing technology but I I wanted to shout this out August 1st or April 30th at the end of the old middle school they're in their IMC from 4:00 to 6:00 you're able to see some of the amazing work that Carrie Hadner has been doing with the Infotech students. I I've got to go in a few times these past few weeks and just see the projects and just see the way that these students are engaged with learning about coding, circuitry and and hearing funny things like oh man I hate block coding cuz it I can't I I limits me. I want

127to go and expand and they're learning things like JavaScript and then all these different coding languages and creating things from miniature golf courses that are automated to interactive things that teach you about the environment things like that using technology. So definitely want to shout that out just if you're interested in seeing it's the 30th of April from 4:00 to 6:00. That's our presentation tonight. Mhm. Yeah. But my kid is deep into coding and right now that's his his portal like think of it away put it in and then you just come out. But this is the way that I I'm coding and being like oh my word. Uh it's it's great. I I think um I understanding the ethical and also the socially responsible use of these tools as well and that you know, there's

128limitations as well. I think that those are I'm sure that those are pieces that we just haven't had a chance to talk about but just that's my lens as an avid user of AI as well like making sure that we have the analysis to understand what use is appropriate but also what the impact is and then you know, finding that sweet spot to understand its use as a tool. I think those are pieces that would be helpful and and I think as that technology is evolving I would love our students to and scholars to be at a forefront of um use and and you know, I'm starting to ramble now so but you go after it. That's the piece I really was drawn to most in the report. It was like page five into six

129a couple of survey or anecdotal commentary about like what is your usage like and the students saying like you know, we're actually writing things on paper in English class because handwriting is a skill that we're losing and just I I hearing what they're thinking about it how they're grappling with the ethical components or how they view the value of technology and that it isn't necessarily more is better cuz that question I think is really interesting even in the survey of like more opportunities. What do they think that means? Do they think that means more time spent? Do they think that means more variety? So I find that question really intriguing and again just this idea right that more isn't always better and so I love that we're letting student voice rise to the top of

130this too about how are they grappling and understanding where they think it's useful and where they're also finding these in niche places of handwriting is cool. I mean I just I thought that was really just elevates so much of it the conversation. I had a community member reach out to me who was probably hearing the banter in the great wide world about all the things that are going to happen with AI including the removal of all human teachers from education, right? That this is and I love that people talk about this with no scope or connection to education professionally whatsoever. But my response to her was something that I know a few of us have talked about after the sleep conference and you've elevated this is that how do we make some of the tasks

131of teaching more streamlined so the human work is greater and elevated which is exactly the point, right? And we want more relational interactions between educators and students and how can AI provide the space for that? And so you know, as teachers grapple, I think that's an interesting way of even elevating trying to save some of the work. There's so many things that it takes to do as a classroom teacher. How can AI support the things that really can be task-driven so you can have the human part which means teachers are not going anywhere because the human part is all of it. It's the everything. So whatever that is but that just, you know, runs the top. Anytime I talk about AI to to our staff or or anyone really, it's it's not just about the

132education piece, it's about how you utilize that technology at home as well. And I think that that, you know, you brought up like the more time for for the kids here, right? It It's also a lot a lot of is going to be freed up so you have more time with your kids because we have so many of our staff that, you know, go home and are working for hours on on things that they know they need to get done. That is there a way that AI can help with that so that, you know, you don't have those missed opportunities with your own family at home um as well. But then as you said, is is there ways that we can not only enhance what we're doing in the classroom but allow more of that

133that person-to-person because AI, like you said, we can't have Siri with Apple intelligence in front [clears throat] of the class teaching. It's never going to work, right? But AI can be there to enhance the amazing teachers that we already have. AI will never replace a Madison Day, Sarah Bowman, or a 100% Yeah. the staff that we just saw present today. The You can't duplicate the instincts, the the heart, the contact. You know, Silas is a great example. There's just the staff behind Silas as well. That's that's helped him get into the into the spaces. AI will never duplicate that and will never replace a human. >> [laughter] >> I think I heard that from up there. What Once AI can cook dinner so much time. I'm not giving up vacuuming the house. Board members, 3.5

134technology monitoring report, achieving reasonable progress or reasonable progress not yet achieved. That again is our task to charge. for the discussion questions or motion. I might move to cuz I'm I'm never I never move anything. I just kind of offer it up and don't ever So I'm going to move that our 3.5 technology is achieving reasonable progress. Thank you. Seconded by Meredith. Any further discussion? All those in favor of approving our 3.5 technology monitoring report as achieving reasonable progress, signify with I. I. Any opposed? All right. Thank you. See you, Jason. Thank you. So that's 10 reports and Yep. So that's that's 11. >> [laughter] >> We had We had OE9 in there, too. So it's 11. >> 11. Yeah. Breather. I know. And team, I mean just again, all the amazing information that has

135gone out to community and family members through these reports the past two meetings is just phenomenal. So phenomenal. And it does it [clears throat] does help with your blood. Yeah. They got to talk about Mhm. talk about this different ways of working or constantly And the strategic framework, turning a lifelong learner being embedded, I mean just the circular nature of all of this. And we've had a lot more of three conversations. Yeah. And so this team could definitely compare it to what a year ago. Yeah. This is I just feel like we have Yeah. It's so good. For better or worse. Uh so board members, moving on to any general board updates, communications or otherwise. Uh yes, one two other few things. Um so the um our uh local GSA, Gay-Straight Alliance, uh in Verona

136Area School District and Dane County uh will be having the Always There Fair um at Badger Ridge on May 9th. Um all folks are welcome to come join. This is really supporting our LGBTQ families and scholars uh with resources out there and a way to show our allyship with them as well. And then um I wanted to share that uh Juan Carlos and I had an opportunity to co-facilitate a conversation with um Latinos Unidos uh um sessions that happened last Friday. Yep. Um and I just was blown away. Um I I know that my experience growing up in Wisconsin as a very few Latinos in in Green Bay with when I was in school and to come into this room and to see a sea of students and and staff and community coming together to

137support our Latino students, uh it was it it was it right here. It was just so incredible to see and uplifting and wanted um thank all the staff that and students that put that together. And then the last thing I just wanted to share um uh on Thursday we had a weather event and uh crazy um you know, was one of parents coming to school to get my kids before central tornadoes and to see um all the staff, Dr. Clarity and and folks making sure that our students got to where they needed to be in a very kind of tense moment. Thank you, staff and uh uh for working overtime and extra hard during those uh really tense moments. Yeah. Thanks for elevating that. That was an on-the-fly making quick decisions on getting students on

138buses safely. Yeah. After those hail storms the two days Yeah, it was just a week last week, twice a week. Um One of the Yeah. Um April 29th, the uh brothers who participate in the Groom Your Tomorrow mentoring program here in uh Verona and Madison uh school district will attend their first college tour. So they will see Madison College and Edgewood College. For a lot of the brothers who participate in the program, this is their first exposure ever to college. So uh thank you if you're listening, watching. Uh and our president, Jennifer Brown, uh has cleared her schedule to be sure to welcome the brothers into Madison College and take them across the various different uh spaces that the college has to offer. So it's pretty amazing. Let [clears throat] me do a commercial for

139the district. >> [laughter] >> That's great. Let us know um how things go. And then um Lori will be emailing tomorrow uh the end-of-the-year visit schedule. So just as a reminder, ideally each one of us can at least go to one um and then, you know, up to three board members at any one visit. They're spread out from May 7th to June 4th so try to again give enough space. Thank you to the sites, all the collaborating that has already gone on behind the scenes to have this kind of amazing document go out to everyone tomorrow so please start to fill in where you can. And Lori and I will just kind of keep track and see how things shape up. Anything else you want to add about the end-of-the-year visits? Not about that. Just

140uh just really quick. Uh two uh really important days uh last week. Maybe it's important for our school district but uh we were able to highlight it on the national level as well as on uh the local level in Elgoma. First order of Saturday where we obviously were able to get into the Wisconsin Bilingual Education Conference very well attended by staff from the Verona Area School District but most importantly being able to present about our our work with the um uh celebrate literacy. Uh discussed leadership moves and our the heart of our discussion that uh actually went full two hours instead of that hour uh was about our supports for uh immigrant families and making sure that um yeah, it was a powerful space to be able to collaborate with other leaders around around the

141state uh and share some thoughts around our commitment to uh supporting everyone in our our committee. So thank you to our our bilingual and multilingual department uh for both the invite but also been able to honor to be able to present there. Then on that Tuesday, Wednesday, uh I'm sorry. Uh we presented our strategies for coherence and our uh teaching and learning uh with the student group. Uh so that was a full national conference attended by uh I think every state except for three uh were have representation there. So I was able to talk about our our bull's-eye method of the while there is a multiple things things we can't focus on being very uh strategic and being able to talk about our monitoring reports progress uh discussing our teaching and learning uh framework and

142stuff. I want to give a shout out to the full academic services team under leadership of Amy Amy Engelkins. Um while I was able to present, it was really the voice of Amy and her team um out out there that, you know, really are are guiding this work and uh so it was an honor to be able to present and put Verona on on the national map with uh our strategies. So Yeah. Thanks, Amy. THAT'S AWESOME. >> [laughter and applause] >> OH. GREATER DANE COUNTY, LET ME TALK ABOUT THE HEADLINE. YEAH. Uh lastly, and I'll Cuz that was in between I'll be brief. We had the Greater Dane County Consortium uh took place as well. I think one of our biggest takeaways, which was something the board has already done a uh we've already done

143a presentation on, but I think just going into a little more in detail, uh I would put encouragement for us to continue to look at tax bill transparency, especially the portion of the uh line item that doesn't clearly indicate the amount of money that goes to the voucher schools. It or [clears throat] it goes to goes to vouchers, not voucher schools. Uh it goes to goes to the vouchers. I think that's a [clears throat] key piece that each of the municipalities would need to uh agree upon to have that uh represented on their on the tax bill that goes out and it's actually printed where we've got a presentation from uh the Green Bay school district as well as some other other schools in the Fox Valley that have already gone to that model. Uh

144they included some samples of what >> [clears throat] >> what it could look like. Um and uh and I know there's there's some interest here in us being able to do that in concert with some of the other Dane County schools. Uh Oregon and Middleton and Monona are maybe like slightly ahead of us in the work, but the power of all Dane County doing it once would be significant. It would be a little bit more forward. So, um while Superintendent uh cannot uh add agenda items, I will put it out there as a recommendation if the board so desired to to add as an agenda item in the future. Yeah. Yeah, we kind of talked we had a few presentations, Chad, with your help about just doing what we can to educate the community and

145understand the complexity of school finance, including property tax bills. Uh I think it helps all of us uh just because it is it's complex work and we're talking about you know, having individual households contributing to schools. I think it's really imperative that we help people understand what that really means. And doing that in concert with other people, I think it's really helpful cuz it's all the same, right? The dialogue is the same. Yeah, I'm I'm up for that. I saw I saw a statistic about this today. If I can bring more light to it, that since they started with vouchers in Milwaukee, the amount of money that goes from public funds to private schools has gone up several I think a hundredfold, maybe a thousandfold. [clears throat] It's like $700,000 to $700 million or something

146like that statewide that makes that transfer from public funds to private schools, but the proportion of students that attend public schools has not changed. And I think it's important that people need to realize that this isn't, you know, the the dialogue around school choice does not mean people more people are opting for private schools. It just means more people are being subsidized by the state. Um and we've got 30 years of data to prove it. Um especially in Milwaukee. It is not working well. People are not testing better. They're not opting for private schools more. We are just subsidizing people that are already there. Mhm. Um It's you know, I get Yeah. Yeah, sorry. I get a little fired up. Yeah. But it's something to think about. Yeah. Thanks for that, [clears throat] John. Um

147>> [singing] >> Superintendent's consent agenda. Just make sure you've looked over that consent agenda, which does include again the um casualty insurance renewal that we discussed earlier. Any questions? Hearing none, the Superintendent's consent agenda is approved as presented and the board's consent agenda um a lot of summary notes. Gratitude again to Mary Beth Corby for taking over the M1 Carlos doing 089 last time. Appreciate your notes. Any questions on board consent agenda? Hearing none, the board's consent agenda is approved. Um future dates are listed. Reminder, board members, you've got a couple calendar invites also from Lori that have been sent. Please try to respond accurately to those. That helps with just noticing quorum. Graduation is on there. My goodness, the senior signs are around town. I see them in front of people's residences. Oh my

148gosh, tomorrow. Yeah. Uh and with that, I would take a motion to adjourn. So moved. Thanks, John. Is there a second? Christopher, all those in favor of adjourning tonight's meeting signify with I. I. I. Any opposed? We are adjourned. Thank you. Thank you. Thank you.