Verona Area School District Board of Education Meeting July 21, 2025

001All right. Good evening everyone. So glad to have you all here on this Monday evening. I'm going to call this meeting to order. We'll establish that we have a quorum. Please beginning with a roll call vote. Joe >> here. >> Corby >> here. >> John >> here. >> Christopher >> here. >> Wait, wait a minute. Juan Carlos >> here, >> Meredith >> here, >> and I am here as well. We have a quorum. Uh, Corby, has this meeting been properly noticed? >> Yes. >> Thank you. To help ensure that we're centering our board around our shared values and serving our students, we begin each of our board meetings by reading our district's equity framework and the Ho Chunk land acknowledgement, which can be found at the top of the agenda. Uh, John, would you please

002read those for us aloud this evening? >> Sure. The Verona Area School District educational equity statement is that in the Verona Area School District, our mission is that each student will acquire the knowledge and skills necessary to achieve their personal goals, thrive in a diverse global society, and lead a healthy, self-fulfilling life. To meet this mission, the 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 unique identities and experiences. We acknowledge that inequities and power dynamics exist in our system such that some individuals on the basis of their identities face barriers to accessing the opportunities they need to experience success. In the acknowledgement of such, the Vona Area School District is committed to disrupting these systems of

003inequity. And our land acknowledgement is that there are currently 12 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 are on the ancestral land of a tribal nation. As we begin our meeting, we honor the land upon which we stand. >> Thank you, John. Uh board, looking then at the rest of the agenda, we do have um a standin superintendent today, Deputy Superintendent Chad Vezy. Thank you for being here. >> Happy. We also have some leaders that are going to be working through some of the presentations this evening and those leaders also have to attend a learning opportunity with some travel involved. So I would actually um like to amend the agenda to push the board action

004to the first thing above the superintendent report so we can allow our leaders to help share in some of the dialogue and then perhaps let them start their travels. Um, so I would make a motion to adopt the agenda with that rearrangement of putting board action as agenda item number three. >> Second. >> Thank you, Corby. Any more discussion? All those in favor of approving tonight's agenda with the amendment as stated signify with I. >> I. >> Thank you. Any opposed? All right. The amended agenda is approved. So we will shift then right away into board action. So driving the slides, hopefully we can do the magic of fast forward. We'll invite the team up. Then we're going to work through results policy 2.2.1 monitoring career and technical education. So do the same thing. Welcome.

005>> Hello. So, thank you for the opportunity to share a bit tonight about our work with career and technical education and our results policy 2.2 2.1 joined by Brian Pre, obviously our preschool principal and Jenny Johnson, our school to career coordinator tonight to talk a bit more about um what we're learning about our CTE programming and taking your feedback about what's helpful for the board and really reviewing these results policies. So, we've tried to mix some of the traditional indicators with some more of those qualitative stories to help really paint a picture of what are the CTE experiences that we currently have for our students and where are we continuing to work to build out our programming. So, we've kind of chunked our presentation tonight in three sections. First, talking about what is the coursework

006that already exists for students um and how are we building that up? then talking about the really important work-based learning experiences that we're able to offer through the high school and then even more broadly about our larger commitment to academic and career planning and some of the leadership moves that Mr. Cox is making with his team to ensure that all students really are ready for whenever they decide their post-secary plans are. So diving in tonight specifically around the ideas of course offerings um our first indicator really is about 612 course offerings. So here you can see our middle school courses. The high school courses are far too many to put on one slide. So instead we bucketed them sort of by department or or category there with egg, computer science, business marketing, infoch, family and

007consumer science and teched and engineering. So very proud of the many different CTE course offerings that we're able to offer our students 612 and help them see themselves in those pathways. Our participation rates um are here. You can see that the box is green indicating that there has been a slight increase and yet the board has talked many times about the pros and cons of the enrollment data and that might tell us that we have coursework that meets students needs and may we also sometimes have students that are interested in other areas and they recognize that that might be their their pathway as well. But between 2324 and 2425, we did see an increase in enrollment for all students across the board in CTE coursework as well as our our focus groups. In trying to

008provide some comparative data for our new checklist with the board, we wanted to see how does our data compare with area districts and across Dane County. We used some of the similar districts that we compared ourselves to when we looked at the world language data last month. Um so you can see this data here. This is 2324 data because that is the earlier or that is the most recent data that DPA DPI is able to provide us with. So this is actually kind of a year lagging but these were the percentage of students at each of these districts that were participating in CT specifically at the high school level. So these are 912 numbers. So you can see Verona's solidly in the middle of um these sort of Dane County districts. some as large as

009the Madison Metro School District, others slightly smaller than us, but really where we land with about 67% of our high school students accessing some CTE um coursework during their time. We did not know, again, this is 232 24 data or 2425. If we were just using 2425 number, we'd be at 70.2% would potentially move us up even ahead of where Oregon is right now. but,291 of our 1,800 students participating in CTE. It's also important to note that these are some of the districts that Jenny is our school to career coordinator is working really closely in collaboration with as we work to build out the rest of our programming. So, learning what are what's working for some of these other districts and where might we want to continue to grow. Um, again, this is only specific

010to enrollment and we know the limitations of that and yet that's the comparative data set that DP DPI is able to provide and so that's why we leaned into that. So, continuing on with our coursework um within CTE, one of the things that we report to DPI is something called a CTE concentrator. So, this is an 11th through 12th grade student who has completed at least C two CTE coursework courses in a single career pathway. Right? So, they're showing that they want to go deep. Enrollments might just be I'm interested in trying out culinary one. Sounds great. Next year I might try um you know soils and plants. This is showing a student who's taking soils and plants and then advanced soils and plants and wants to go deeper in those um in those pathways.

011So you can see our numbers here did go down slightly. It was a slightly different approach that the team took to identifying concentrators though really thinking less about introductory courses and focusing more on students who are in the advanced course sequencing. So perhaps a more rigorous bar in the way that we calculated our CTE concentrators this year and the students that are are trying to go deeper in that in that field of study. Other coursework offerings, we're really proud to offer dual credit career um career and teched courses. We partner with both Madison College and Midstate Tech College to be able to offer all of these different courses as dual credit courses. So students can simultaneous learn simultaneously earn high school credit while they're also earning college credit at the same time. We're grateful to

012our teaching staff for these dual credit opportunities because they have to do a lot of work on the back end behind the scenes to make sure that they have what's needs what needs to be incorporated in their syllabus that they themselves have the right credentials to be able to offer this coursework as a dual credit offering. So grateful for our CTE staff who really leaned into these opportunities to make this accessible to our students. um the numbers of students that are engaging in these dual credit offerings specific to CTE has continued to grow as a result. One area of success to call out is that 91 different students earned 249 college credits through our dual credit CTE courses this year. Our egg team alone um deserves a shout out here. We have eight dual credit

013offerings within agriculture alone. Um, and you can see the 249 credits. Sometimes we attach a number to that and talk about how much money would a family be saving that they've now earned dual credit at the high school level and are seeing themselves on a pathway um and can recognize that their work is is valued beyond beyond just their high school credit. So excited about what we can offer through our dual credit courses. Um, other celebrations within dual credit, we did have 22 students earn their Madison College nursing assistant technical diploma. This was an increase from the previous year and we actually had a 100% completion rate for semester 2 for all the students who started. They were able to successfully complete that that technical diploma and we're working to support their employment and area

014and area employers. We also have two students who completed both the fire recruit and emergency medical responder nextgen academy through Madison College and some of them already have internships at local fire departments on graduation. So excited to see that the offerings that we're able to offer our students here at the high school in partnership with Madison College and Midstate Tech are leading really concretely to opportunities for students um while they're here and further into graduation. So, I'm going to hand it over to Jenny to talk a bit more about um some of our industry credentials and into work-based learning. All right. Um so, in addition to the coursework that we offer at the school um for career and technical education, we also want to build up pathways that incorporate courses, industry credentials, um student organization

015opportunities, and work-based learning. So, um here we have the CTE industry credentials that students were able to earn this year. Um, new that we're leaning into are the DPI employability skills, which is work-based learning for um, students that are having their first job. It allows them some um, opportunities to get feedback from their employers and really grow in in a professional setting. Um, in the seal of biiteracy, that is a great opportunity for our students that are in the tweet program. So, we have those. Additionally, we had um our IT students able to earn some of the um Google certifications with our um computer science teacher this year. Um and then like I said about the DPI employability skills, that's accessible to any students that have a job and um that's something that we're going

016to grow even more. Um and we have the industry credentials indicated here. Um and you can see that it's a growth when we include that seal of bi literacy. Um as I talked about the workbased learning experiences include the DPI employability skills and also youth apprenticeship. So youth apprenticeship is more um for students in a specific career pathway of interest versus just having a job. Right? So when I was in high school, I worked at A&W. wasn't my career passion, but it would have been really helpful if my boss would have told me what am I doing right instead of just telling me the things that I did wrong. So, the DPI employability skills allows students to get feedback um periodically and they coordinate that with me and their employer. Um and then the youth

017apprenticeship is for students specifically 11th and 12th grade that are really trying to dig into a career exploration. Maybe they've taken um woods one and two, they're advanced wood processes. they want to explore architecture and construction and they get a job with um Clearary Building or with um another company. So that is what they do and that's the difference between those two opportunities but they are both work-based learning as they're taking the learning from the classroom and going out into the world and applying it. Um so specifically with youth apprenticeship in the growth from 23 to 24 to 24 25 went from 12 to 21 students and then increase the different pathways that students were involved in. Um for next year I already have student 20 students that have um secured employment and are ready

018to go for apprenticeship starting in the summer and carrying over into the school year. So it's exciting times. um some of the successes we also in a had 14 students participating in a supervised agricultural experience. So that's another um offshoot of work-based learning. So that's specifically in the areas of um agriculture, food and natural resources and that's part of uh being incorporated in FFA in those egg classes. Um and then and in our own areas where we have students working with the IT um department this summer and so they will have the opportunity to earn the employability skills uh certificate this year with Jason Rubo and his team and then also coordinating the vast number of students we have that work in the aquatic center and Deb has is very excited to get that DPI

019employability skills um working for those kiddos. Um, another area that we've uh worked on improving this year or worked with W Health and their career council. So, they started in Madison and then grew with um Monro, Sun Prairie, and Verona last year bringing their career counselors into our school to meet with students interested in health science. So, it's not just for job opportunities at W Health, but it's more like this is what's out there. They know about nurses, they know about doctors, but there's so many more career opportunities in healthcare. So, we started that um and 32 students met with career counselors last year leading to four students that got um W Health apprenticeships this year. So, we've got somebody in phabottomy, um medical assistant, nursing assistant, and pharmacy tech. So, they're all working at

020W Hospital and Clinics. Um and then one student is working as an optical assistant at SSM Health. So, those opportunities to kind of get feedback and dig into what they're interested in. Um, and then we also had three graduating students that met with W Health Career Council that decided they wanted to pursue medical assistant apprenticeships after graduation. So, they're working on that this fall. Um so with that partnership we are also going to present at the nash of Nashville in Nashville sorry at the association for career and teched uh vision conference in so it's the national conference for ACT in December. So we're going to talk about that partnership which is exciting. So >> um all right so in addition to the workbased learning and the courses and the industry credentials we also have student

021organizations for our career and teched students. So this year we um actually grew and added three new um career and tech ed student organizations. So um FFA has been holding it down for a long time as a very involved um organization. one of the top 10 um FFAS in the state. So they've been doing their part for sure. So now we have additional um student organizations. So DECA is for students in like business, finance, marketing. Um FCCLA, family consumer sciences student organization and then HOSA for our health science students. So all of those groups have been competing at regionals um state and some have gone on to nationals. So FFA will be going on in the fall to nationals. I believe DECA was in Florida at the nationals. HOSA was this summer at their national

022competition. So really um listening to what the students were interested in too and growing those opportunities. And shout out to our first year teacher Ashley Autton who got DECA rolling this year which is pretty awesome. Um yeah, on to you Brian. >> Thank you so much. Um another interesting point about this before we move on um also we have um some leadership opportunities for our students that have come out of these student organizations where we have uh students that are elected to a state level leadership within the organization. So that's another um great you know caveat to put in um our team's hat there. Uh as we look to the next slide, last year I think it was about this time exactly when uh I committed to the board that you can plan on um

023as a high school us meeting in onetoone meetings with every single student. Um and we did that this year. Uh we structured it planned out at a minimum 15 minute interactive meetings with counselors, assistant principles, and myself to where we started going through really working on academic career planning for our students. um that was driven from a lot of what we wanted to do to connect, bring our community back into our new building. Um postcoid, we really haven't had a lot of opportunities to bring all of our businesses, all of our partnerships into one space and share what they do with our students. So, uh, we started off by creating this annual event where we had 34 different tables set up from everything from dentistry to agriculture to all of our military, uh, uh, members

024and as well as all of our unionized trades men and women coming to that uh, space within it. Um, we had a number of students and families that came out. It was not quite as well attended as programs and pathways, but it wasn't designed that way either. It was designed specifically for students that wanted to dig deeper into one of these areas. So, we had a pretty good turnout for our first dough. Uh, one of the uh folks from the uh Carpenters Union shared with me that he's seen schools do this in the past and they they may have had two or three kids show up. So, we did have good turnout for our first run and we're already in the process of planning out this year's event. So, we've also done some work with

025our middle schools trying to make sure that we have that vertical articulation between the high school and our middle school programming so that they know what the options uh are that are available to them as they start to make those course registrations and start to plan out what that uh next four years of their life looks like as they come to us. Um, I do want to give a huge shout out to to Mindy Mo Ryan. I know a few folks in the uh in the either in the audience or at the at the board table here know Mindy. She was a big help to uh reaching out to more uh community businesses and helping us gain more partnerships. Um with me being still kind of new to the area, it was a big help

026in trying to pull this off in year two. Um as we look to the next slide there, uh in those meetings specifically, we we've already adapted a little bit of the feedback from the feedback we got from both students and families. Um they shared with us that although we met with students um uh fairly religiously throughout the year. Uh we had them set up to where we would meet with our seniors first quarter uh followed up with our freshman second quarter, juniors third quarter, and then sophomores fourth quarter to kind of space things out. One some of the feedback we received throughout this process was that uh we really would like to to have all those meetings happen before we get to registration so that people aren't making decisions and then changing their mind and

027having to go back. So, we have adjusted that, already mapped that out for this current year. Um, that's already sitting in all of the counselor's inboxes along with the APs and myself um to schedule those out throughout the first three quarters. Um, a couple of the really unique pieces of this uh academic career planning is to really create a true family school connection. A lot of times when we talk about family engagement, we think to different events or things that have gone on either at the elementary level, the middle level, or the high school that bring families to the school. When you get to this point in high school, really that family engagement is about the planning, the preparation, and and the conversation that happens around the table about what's next. uh students will leave

028us at the age of 18, 19 and go off into the big wide world and uh in some ways be losing a big support system and their families and their school that has been right there by their side all the way through. And so this year we are taking all of the responses uh that we've created uh in in interviewing and discussing with students and creating a one-pager through Next Path that we're going to be able to now share home with families about here's what we talked with your student about and here's some of their goals so that you can continue this conversation and it's no longer a school conversation versus a home conversation but we now start to bridge that gap. Hopefully this will also generate other items of conversation that we'll be able

029to then again add the next layer uh to our process through. Um another big thing going out um and make again another commitment to the board tonight for this current year um is that uh we're adding an area into this academic career planning piece around financial literacy for the student and for the families. Um, a lot of times kids have really big dreams. They haven't had that tough discussion of how are we going to finance it? Whether you're going into uh myself, I was going into into the trades right out of school um kind of intermittently between college and I still had to figure out a way that I was going to afford the tools to do the work that I was then going to uh do in the carpentry world. And so with that,

030um, no matter what pathway a student chooses, they've got to have a plan about how we're going to finance that. Um, and I jokingly told the students that living in your parents' basement till you're 40 can't be one of those options. Um, so we gota we got to start planning about, you know, you don't have to move out right away, but we got to make it may have the goal being uh self- sustaining on your own. And so, um, one of the commitments we want to make is try to again reach further down into our elementary schools and work with our elementary principles. you start talking with families as early as kindergarten about what that might look like and the different uh potential pathways and benefits of things like 529 accounts, what saving $20 a

031week um in one of those type accounts when a student's four or five years old versus when they're 17 and what that impact looks like for those type of options to kind of help um better educate parents as well as to all those different funding mechanisms that are out there. Uh I myself never came across those until I my kids are already 10 and left and I was like gosh this would have been helpful to know earlier. So um with that um let's see we'll click on to the next piece here. Um we are adding on those new courses uh to our course so by uh this year in terms of the career and college readiness piece which will ultimately yield a employability certificate through DPI. um that's what uh Jenny was mentioning earlier and

032then we're adding on the sports and entertainment marketing class to our business marketing pathway um to help create that uh real world experience for our students. We're also in the process of giving uh opening up a school store in our in our school um that will be accessible for students, staff, and the community as well. So, that's something that we're looking to hopefully get off the ground and running here this school year. Um let's see. Um on the last piece here um with those uh components the workbased learning opportunities youth apprenticeships a big piece and one of the big leadership moves I want to elevate here um is that most of you may not know this but Jenny was doing all of this work while also being an avid teacher and helping kids out with

033math. And so, um, she was serving a couple of different roles for us at the school. And one of the big leadership moves in the commitment to this has been to pull those things back into, um, our current other FTE that we have and spread that further so that we can solely have Jenny focus on this work and then we can propel it a little bit faster. And so, Jenny is is an amazing human being. She's amazing at what she does. She was able to explain the ins and outs of all the Carl's Perkins funding, these apprenticeships, the uh what she's doing with school consortium. I mean, we could not have put this in better hands than we have with Jenny. And now she's got the gift of of extra time to be able to

034to pull off all these things. So, um, with that, are there any questions for the board? >> Not so much, Principal K, but kind of feedback. Um I I was speaking to a group of students and uh you know all of them. One of them um is a freshman and he said to me, I said, "What what do you what do you want to get out of high school by the time you graduate?" And he said to me, "I want to know how to make money." And I said, "Okay, so what what sort of classes are you looking forward to?" He said, "I want something that deals with finances, financial literacy." And then I spoke to another student who said the exact same thing. So you to hear that we're putting an emphasis on financial

035literacy. That that is wonderful because to hear it from the mouths and students, you know, makes it very real and it's something that they're looking to get out of our curriculum. So thank you. >> Just a couple comments. I uh this is great. I love um all this um this programming. Thank you for your work in that. Um one question I have is are you familiar with organizations like ASUS and SACNS? ASUS is the American Indian Science and Engineering Society. SACNES is the Society for Native Americans and Chadas and STEM. I've got a list. I'll share those. >> Yeah, that would be amazing. Yeah. >> But just in regards to students of color, sometimes the needs in regards to that support structure is a little different. >> Absolutely. >> And having a a group that's

036already formed that has been looking at those for a long time. It's helpful. Yes. >> I think also a lot of those organizations are looking for partnerships right now >> in the current clinical environment. Um and then I just want to share I did share with Dr. Clarity one organization locally that's phenomenal. Mumm specifically for uh girls and students of color in STEM. They're phenomenal. >> Yes. >> Um and so I would just highly just look globally at that and then I'd be curious at a later point not anytime soon the next year's report uh demographic information just to see how that partic participation is with our students of color and and female students. >> Yeah. >> Thank you. And I had a question in regards to just accessibility with students that are pursuing some

037of these dual credit courses or you know doing jobs off campus. Is transportation ever an issue? Is it that you know they have transportation ride or do we provide that? So some transportation can sometimes be a barrier for sure especially um if if they are requiring that a student has a driver's license or you know needs that um so we can provide through our apprenticeship grant um we can provide like bus passes. So, we've had students that have worked on campus in biotech areas that have had they take the bus downtown. Yeah. >> Um or if needed like Uber. Um but we try to like make it work as much as we can. Sometimes I, you know, put on my scubber driver hat as I like to call myself school Uber and drive people places

038to like job shadows and things like that if I need to. Um but yeah, transportation is definitely something that can be a barrier. So, we're trying always trying to brainstorm like what can we do if a student has that like what are some of the answers? And it's a tricky area for all of the schools in the area. That's something that we've all been kind of trying to figure out and nobody has the magic answer. >> Yeah. >> Um, amazing program. Sorry, I should have ended that. >> Oh, that's okay. >> It's exciting. Actually, um I heard from a current graduate who graduated like 25 credits. No, 22 credits. And she said that it saved her family $25,000. And I was like, "Oh my god." And my kids were listening like, "Did you hear that?

039That's what we're doing." >> Um so so grateful for this program. It's amazing. Um as far as the financial literacy, also very exciting because I live in that space. I was wondering about Vasa literacy. Is that something that we currently have on the monitor? Because oftent times, you know, the families that I coach, they're not aware of, you know, like FASA is two years in a rigorous accounting, we provide tax forms and, you know, current snapshot. Some of that's kind of confusing and some families can leave paid on the table or not appropriately fill that out, right, and otherwise leave money on the table. So, I was wondering is that something that we might be looking to also provide to make sure those families that might qualify or conduce like there's certain tactics and strategies

040that make sure that they're getting the most out of it. >> Yeah. So, we do host two financial aid nights. Um, we do um one here at the high school and then we also do one over in Fishburg as well, trying to limit um any, you know, access opportunities that we have um with transportation. One of the things though that um we're still kind of held to is if you can't make it on that one night to that one event, you miss out. And so um I've been working with our counseling team to kind of ideate ways that we might be able to uh create our own like YouTube channel with our own YouTube videos that if you missed it, here are the things. Here's the instruction. Just like we can go back and and

041relive our board meetings if we want to double check something or or rewatch a piece of presentation, we can also then go back to this BHS YouTube channel to go to these archived pieces. Now, the FASA thing uh definitely changes more often than other things. And a YouTube link on writing personal narrative that's probably going to stay fairly consistent. um where over the past couple years those FASA forms have changed and the I think it was two years ago when the date was horribly missed from the federal government and so there's all those nuances. Yeah. Um but you're right, it's something that again as as a first generation college student myself. Um really that that's how I went to school was through the support and help federal government loans. Um and so I think that

042um the more we can do to uplift that and connect be the connector for folks in the community to those resources is really what we're shooting for. So absolutely. >> So if I can say I think that this results report was fantastically structured. I don't know. I wasn't like following along like I should have been written on my own checklist, but it just felt like everything I wanted for I have nothing to ask or say cuz it just felt like everything I wanted to know and a lot of the things I didn't know that now I know which are great. Had the statistics that we had asked for that maybe we should ask for some better statistics. But um but yeah, I mean the wealth of programming that we have and the ways that they're

043expanding is an incredible story and it's just nice to be able to kind of air that out a little bit. Hopefully everybody's watching because that was pretty cool. >> Yeah. Yes. Just to echo that, um there's a a program at Madison College that I'm sure you guys are familiar with, the advancement program um that specifically targets uh student male students of color and one of them recently graduated from Verona and he said uh he must have got a win with some of the stuff that's that's about to come because he said he wish he could take part in in some of the programming that that's up and coming. But it was very interesting that I don't know if there was some sort of preview that how students would know necessarily what was up and coming,

044but he did say that. >> I Yeah, I don't think we we didn't have a preview per se, but I can tell you that the the staff that we have the blessed fortune of having in the school, they're movers and shakers, and there's no other way to put it. There's always continual reflection and what's the next thing we can do for our students? what's the next thing we can provide? Um how do we knock down more barriers? And so that that I I would tell you it's an honor and privilege to to work side by side with our staff um to do this because they are are truly um taking on big mountains and and not even flinching at the side of it. That was going to be one of the things I wanted to

045elevate is like this giant list and all of this information and it boils down to how much FTE you have individuals I'm assuming doing a lot of work with a small and mighty group of people. Um Jenny, I'm so excited that you get to do this then full-time because it's paying off all the work that you've done prior to this and to be able to elevate some of these things. I totally agree with John like when we are about to then embark on talking about a second read of results policies like this the results policy ought not drive this the indicators I'm even feeling more disgruntled about like why do we even need indicators like this right this was so interesting and rich I hope the community really got to take advantage of knowing and

046understanding because this is a giant investment in terms of the spaces and the capacity this building has to do this work also so the return on investment that you all are doing to pay that back I just think is huge and the um advantages to students. I just I did have one question. It's just kind of a logistical curiosity with some of the apprenticeships like with W Health and SM Health. Is any of that during the school day? Is it all out? Okay. Or is it all school day? Is it okay? >> So youth apprenticeships can be um after school. They can be during the day. It kind of depends on the schedule that works best for the student and the employer. So, um, we're going to have our CNA student that's working at W

047Health is going to work mornings cuz she is going to play soccer in the afternoon, like in the evenings. Um, so she'll work like a 6 to 10 shift and then come to school. So, she has those like first two blocks off. Um, and then sometimes if a student's working like a evening shift, maybe they work like 4 to 10 or something at whatever um, job they're working at, they might have a release period or two built into their day so they have time to actually like do their work and and balance their, you know, work life balance. >> So then the credit the credit equivalent of what they're doing would kind of mimic what class periods, that kind of thing. Just so they're right. >> Yeah. Yep. And then with youth apprenticeship compared to

048employability skills, youth apprenticeship requires um related coursework in a way that a registered apprenticeship like after high school they're working on the job then maybe one day a week taking classes. So a youth apprenticeship has a similar feel and that they're going to work at a job site. So if we have, like I said, architecture and construction, they're going to take an advanced woods class each semester while they're here. or if they're into uh culinary, they're going to take our ProStar classes or things like that. So, >> they have the learning in the classroom, the learning on the job, and then putting those two things together. >> I see you putting the puzzle together >> figuratively in this moment and probably literally. So, thank you again. That's a lot of moving parts and I'm sure

049a lot of students on your case load really to be doing all this. >> Probably more. >> Exactly. Yeah. >> Other questions, board members? thoughts before we move into our formal discussion. Okay. Move into my notes. All right. Uh so members of the board, we have received and discussed the superintendent's monitoring report for results policy R 2.2.1 career and technical education. Um I'll now accept a motion to accept and approve the report as presented so we can just begin our further discussion about reasonable progress. Is there a motion? >> Thank you, Carlos. Is there a second? >> Second. >> Thank you, Christopher. Um, thoughts about reasonable progress. And I do want to elevate again that I appreciate that this report came to us blank. We've kind of talked about that idea of just letting the

050board grapple with this idea rather than having uh leadership sprinkle in their opinions. So, um I am curious the opinions of my fellow board members in terms of reaching achieving reasonable progress with this report. Not yet achieved. I don't think capacity building feels appropriate, but obviously it's continuous capacity from the way it sounds. Any discussion about where the vote may lie? >> I I feel like it's a reason progress for all as I said earlier. >> Agree. >> Same. >> And I also do want to elevate that just the written report itself. I'm appreciating so much again the leadership moves are always super helpful, but how this is being played out with the strategic firm alignment. I mean it just the readability of the way that this is coming now with reports. I just want

051to share gratitude to that because I know that's been a paradigm shift for leadership to do those reports in this way. Um but I think it's really a helpful way for us to read a process. I'm hoping more accessibility to the community to do the same thing. Um so I look forward to how we continue to take the things we've been spinning as we come to maybe some new results policies and continue to hone in to make these monitoring reports really look and sound. I think like this one did today. Yeah, this one's the best yet. I feel like I'm from somebody in the community tuning in, reading through this. I understand what's happening and the why behind it the why to to the next steps. Like that's the goal, not just for us to

052understand here, but for everybody else at home >> that's not in the dayto-day understand take away all the good work that we're doing. >> Yeah. Great. Meredith, I'm just watching for a hand, but feel free to let us know if you want to chime in. >> I would just be reiterating everything I'm hearing. So, every I'm very impressed with everything and and love just love everything about this whole report. So, thank you. >> Excellent. Well, there is a motion from Juan Carlos and a second from Christopher. Um, all those in favor of approving this report as achieving reasonable progress signify with I. >> I. Any opposed? Okay. >> Thank you team. Thanks for all the work. Thank you Jenny. Safe travels. Amy Brian. All right. So we'll continue with board action. So we do have

053on the agenda then a second read of our results policy. Um so board members if you just want to make sure you have that in front of you. That link is in for docs for those who are also listening in. So I do I I haven't heard much from anything or anyone. However, I did get a wondering about a lack of explicit mentioning to multilingual programming and or specifically twe within our results policies. So I'm just putting that into the space for processing. Um, I know just in looking at the the core academics, we kind of grappled with how much specificity do we want to list in results policies versus keeping programming more general for whatever programming may be in existence in the district. So, we don't have results policies having to pingpong with every

054programming shift. Um, but I'm just curious from you all one anything that may be kind of coming up for you, but with that piece in particular about maybe a lack of mentioning of twe thoughts we have John. >> Sorry, can I express my thoughts to I'm going to express them out loud. Um, I think that that is an excellent question to point the board towards the types of things we should be looking for as these results get fleshed out by with definitions and um, you know, whatever indicators or anything that admin team comes up with. I would point out that multilingual skills are explicitly mentioned under uh, 3.4 4 >> and um that under 4.4 district programs are mentioned and um I would say that twe is a particular program. I'm not sure if there's

055a benefit to calling out individual programs in the district in our results policy because there are a number of them as we just heard um at the high school level. Um and then we you know we would similarly could we call out each charter school um you know in reality those programs in the charter school there are mandates around annual monitoring um that I would assume would be covered under 4.4. Um but I think that's an excellent wondering to bring up specifically guiding us as we go forward. I agree with John. >> Additional thoughts, comments about that or otherwise? >> I appreciate the chance to mle that over and thanks for the feedback on on how we're tracking these results. I think um there's been a common thread about stepping out of too much specificity

056and results and letting some of the ways that we monitor have definitions given to us let that be the driving factor of what the what is within each of these. >> I think the point is also to allow for discussion. So as we go through our normal cycle we're going to have discussions, you know, bring those things up and it gives us an opportunity to talk more specifically about those items, right? Meredith, perfect timing. >> I think as a point of just monitoring, I would be surprised if we weren't hearing twe brought out in the reporting. So, I don't think we need to have it um spelled out in an indicator, but it would certainly be something that we would expect to be hearing from regularly through reporting. And I think we we've gotten information

057about that. This gives it I think more of a place like John pointed out through world language and through charters and programs where we'll be getting information >> throughout the reporting cycle. [Music] >> Okay. >> Yeah. Thank you. >> So I feel obligated to add something just because we had a slightly different conversation when you mentioned that to me that wondering earlier. So I had made the assumption earlier when you asked about how multilingual education was covered in our things that we were also talking about our English language learners and um and that was my fault for making that assumption if the wondering was more geared towards the tweet program. What I said about answering it just now I think is the perfect answer for as it relates to the tweet program. when I was

058saying earlier that I think this is an excellent question that should point the board to how it looks at the further development of these results as they get fleshed out more and as we start the practice of monitoring things. I was thinking specifically about the question of how does our district do at supporting English language learners that are in our district or coming into our district for the first time because that question might be answered in different ways if you look at 3.4 around multilingual education or look at English language learning as a program under 4.4 for or we might find that we have another specific question about supporting English language learners that would need to be added at a later date as another results policy. So, I'm bringing this up not to muddy the

059waters, but because like I feel like that was a discussion that I had kind of had that I wanted to make sure I'm having integrity about throwing out there. As much as I'd like to just pass this and move on, I think it's fair to kind of say this is a that is a good question from the standpoint of supporting English language learners because it shows us how to keep our eye on the ball going forward there. >> I appreciate that. Mhm. >> Yeah. I think oftenimes we we think about language access, what we're learning, we think from one perspective, and that's usually the majority perspective or white perspective. And so I think >> flipping that narrative and making sure that we're building successful models for any student in our district, regardless of what their

060first language is, what their what their home language is, I think it's really important. I appreciate that. And those are the things I think we've had elevated through continuous use of focus groups. You know, with all of our data that comes from leadership that again the data we want to see around any one of these is still to elevate, you know, everything um all the scope of learners that we have. Um so right now I'm hearing things are staying relatively intact so far in our second read. anything that I may be missing, anything else that's come up for anyone in the interim since our two meetings. [Music] >> Okay. I'm certainly starting to look forward to as we talked a lot last meeting about then what does monitoring look like? What do we do kind

061of from here with this revamping? So, I'm I'm excited to get to those steps, especially again because of the amazing work, John, that you've done and giving us this kind of framework to work from and how many meetings that we've shared collectively, the seven of us, on thoughts about um just regrouping our results policies. I'm really excited about the work that's happened to this point and thanks to all of you for your engagement with it and John for your work. Okay. So, with that, I would accept a motion to approve the results policy draft as the new results policies for the BASD school district. >> So, moved. >> Thank you, Christopher. >> All right, we'll do Yeah. Second, Meredith. Thank you. So, motion from Christopher, second from Meredith. Any further discussion? All those in favor

062of approving our results policies draft as written to become results policy signify with I. >> I opposed. Okay. Onward. How exciting. Does that feel exciting? >> Very exciting. Ways to get here, but we did it. >> Yeah. And it was worthwhile the path, I think. All right. So now we will shift back to our agenda and we will turn things then back to you Chad for our superintendent report. >> Thanks everyone. I'm trying to backtrack and Mr. Steiner's up >> first. >> Thank you uh Mr. Steiner for also being participatory to our reworking of the agenda. >> Yes, of course. While we're doing that, did want to just give Dr. Clarity a shout out. As many of you know, he is a very proud uh Whitewater War Rock. Uh he when he left, he took

063a a degree and also a bad shoulder with him. Uh and that is being rectified again, rectified today. So we wish him um a speedy recovery from the procedure he had today to uh tighten up that that shoulder that's been I think long overdue. So if you're watching, shame on you. If you are, we're thinking of you. So both things are going well. If he is watching, tell him that I am going to be using this time to catch up to him on the bench press. >> You got him today. I guarantee >> I did a push-up. >> It's more than me. >> Mr. Steiner's here for a a wrap up from the spring. >> Yep. Yep. So, thanks for having me back again. Third time. So, school operates in quarters and semesters. I can

064operate in trimesters with a brief gap here in the summer. Uh so kind of a little longer than normal. So we'll go do our similar like we did with winter and fall do a quick spring sports recap. Um but it was important for me as someone that was kind of global in education to kind of reflect on last year and look at what we achieved and you know who we're serving in the world of primarily athletics with this. It's not so much the activities side and within that athletics of primarily our WIA sports. um they have a little more rigorous um documentation needed so it's a little easier for me to track and especially as a first year athletic director just that that that readily available it's easier for me to look that up than

065it was to dig into some of the deeper stuff I hope to also a little look ahead um just because you know it's a beautiful thing with the school district there's a lot of things that the school board holds the district accountable for and in athletics and activities we kind of operate on an island and that's something you learn pretty early on in the career and within your education um because we are an extracurricular. We're outside of kind of the general scope, but we also want to emphasize the importance of why we're here and why we do what we do within athletics activities and the great support the school and district and the school board gives us to provide these for our kids. And then uh we'll wrap up with a little cross country course

066recommendation that I've been working on. Um so start off with our typo. Uh there was 484 participants in our spring sports. I shouldn't say winter, spring. Um the GPA went up again. We went up to 3.47. So that was 3.45 in the semester one for the winter. So it's good to see especially with our student athletes that are finishing strong that semester too because that is a tough time especially with this term one senior it is right. We have a lot of senior athletes. So trying to keep them uh we had 245 letter winners 70 of those being first time. And the number that I was happy to see was that 130 um letter winners in the second or third sport. So we we multisport is always a big thing in my world especially um

067when there's so much specialization happening in the world outside of school sports. So letting our kids show off who they are and the pride of sports is very important. >> Uh Ola conference we were able to have 47 all conference honores in the big eight conference that included one big eight coach of the year in the sport of boys lacrosse. Uh we also had 12 whole area region district. There's still some of those coming out so uh hopefully that number grows. We also got to celebrate two state champions in individual events and one relay. And then our boys goend tender was actually all state in an all-American goalie game for boys lacrosse. So that was pretty cool to see. That's Caleb Jobs. So we'll go start off with baseball. So baseball's 11-7 this year in

068a very tough uh big conference. We had a team go to state prairie east. So they were competitive. Um the regional loss I I mold over a little bit as kind of a loss on me. There was storms coming in during that playoff season. So, we moved that game up from a Tuesday to a Monday. Um, and you want to talk superstition. I think baseball's up there as one of the highest scores. So, uh, I I I had to think for a while like is that my fault of like, you know, if I start thinking fall for every loss, I I wouldn't sleep at night. So, we don't want that. We want a long career. Uh, boys golf had another big growth year. We were happy to have coach Stokes back for a second year.

069Um and once again the big iss competitive conference in boys golf um with teams like Middleton Madison West um and Jainsville Craig. Uh we were able to qualify third in regionals and uh which we were seated fifth. So that was great to see and go to sectionals as a team and then uh finished seventh in the sectional. So maybe not the results they wanted but it was very good competition up there. our girls soccer program uh finished third in in the big eight um with the state runnerup Madison West and Middleton finishing above us. So once again, we're very fortunate in our conference that we're very competitive. Uh we did make it to the regional final game where we unfortunately lost to one and that's in the you know it's kind of fun. School ends

070and then athletics goes on for two more weeks. So it's kind of weird, you know, those I give a lot of credit to our student athletes who are committed to their sports during that time. So that that Saturday game can be tough. Uh softball had had a good season. Um they lost a lot coming into the season. They kind of had a very young team. Um and they actually were a little down on numbers. So this was actually everyone that came out for softball this year. They had 19 girls. Um and they're hoping to grow and the the the trends in our youth seem to be going that way. Uh but they were competitive and that's what we asked for. We wanted them to be competitive. We wanted to enjoy their sport. Uh so they

071got third and they got all the way to the sectional semifinal. our boys tennis uh talked about a new team. They had one returning letter winner from the previous year. So in tennis you you got 10 varsity people with six people in doubles and four in singles. So they have a lot to replace and coach Apple and the boys competed well and once again for the big eight conference um we did get one person to qualify for state as sophomore tennis and so that was great to see that we were represented on the state level. Uh boys track and field is kind of split into two teams. They they work really well together, but um we had our boys team and then we also had our student Andrew Cassie who competes in our wheelchair division

072within the WIA. Um and if you don't know, Verona has rich history in that uh Luke Russell who coaches our par athletes uh was one of the first two uh par athletes recognized by WIA. So if you go down in our trophy case, there's a a gold state championship and there's a couple silvers that he earned. So, um, as a proud alumni myself, it's always great that our alumni want to come back and coach and help our student athletes and when we have the opportunity, we did. So, we had the two teams, so sixth place in conference for the boys team, and then Andrew got second in the wheelchair division. And then the boys team, um, not as much depth. They were very senior heavy last year, so it was a big development year for

073them. Uh our girls uh were got second this year in conference after uh back-to-back big conference championships. So um some very you said very good team this year. So they came played and we had a lot of strong individuals and we got the injury buff a little bit this year uh which happened in sports and it's the lessons we learned from that that are important. Um and this is where we had our state champion. So we had Nicole Rapka who was a two-time state champion in the 400 meter dash. Um, if you ever got to watch her race, it it was I was glued to my laptop um, watching it on the stream because when she when she decided to go, she went and and they she they pushed her a little bit more to

074get outside her comfort zone, run that 800 meter a little bit and help that team second. But I give a lot of credit to Nicole. Um, she really encompassed what to me it means to be a Wildcat athlete. She was in our STEM program through Mass College, so she wasn't at high school all day. And then she was finding a way to train and then obviously find great success and wish her the best at W next year as she competes. And then the 4x4, there are six girls. I can promise you only four of them around, but it's important to me that we acknowledge all six that went up as alternates because you never know what's happened and that's kind of the part of the training plan. Um, but once again, back-to-back state champions in

075the 4x400 meter dash. Um, and a credit to the coaches and the girls for the training they do because the 400 meter is no joke. If you've never got to run one, I I don't want you to run one. >> Um, because if you run it right, um, as my dad was a longtime track said, uh, you shouldn't want to eat for a while after because, you know, you should give it everything you tried. >> Uh, our boys lacrosse team in the second season as WA had the best record going back to club under the toutelage of our coach Kramer. um and they made it to the regional final against Nina, who they beat earlier in the season, but unfortunately lost. And that was uh one of the big rain days. So, we're very fortunate

076that the the district and the community has given us turf fields because I was like, "Yeah, we're playing this game no matter what. I'll drive around in a rain suit." Um so, they had a great year and they're continuing to grow their young team and their young program. And then our girls lacrosse, um they struggled. There's a lot of very good competitive teams in the area, but they had a nice little 10-day break there in between their last regular season game and some playoff games. And uh they started grooving. They they had a couple big wins. Um they beat Oregon, who they previously lost to and were able to go to sectional semi-final against the future state champions Hudson. Um that was a fun drive for them. Um now moving more into our year and

077review. Um so overall participation numbers we had 1262 signups. So what that means is over the three seasons someone could be counted multiple times. Um of that there's 92 uh unique individuals. Um and that's 48% of our student body. So if we're looking at just WIA sports 48 so about half of our student body is participating in the one sport. Um which was great to see. Um my why and what I lead with right and it's on my door that I look at is give them opportunities. give them more opportunities than you've been given. Um, and and that's the number that we hope to grow. So, looking at it, we we were 54% male, uh, 48% female, and then we had just under a percent non-binary. Uh, we were pretty evenly split amongst the grades,

078which is always great to see. Usually, we see less 12th graders because they kind of start fading out of sports and trying to become adults and get jobs and, uh, that's always great to see, but it's good to see consistency amongst grade because we want that. And then um with our ethnicity breakup uh it it kind of mimics what we have here in the district. Obviously our uh our minorities are still kind of underrepresented and that's something that I'm looking to see what I can do to help make sure they get the information. Why aren't they participating and stuff like that? Is it an interest thing? Is it an availability thing? Because all of our athletic sports run before and after school. So, that's something that we've worked towards to try to make sure they're

079given opportunities and and to help support them um as they go. They are student athletes and and as much as they sometimes don't like that that you know I'm checking their grades and doing stuff like that is very important. So, um I pulled the averages for grades. Um so, overall for the school year we averaged a 3.349 and that's with all student athletes. So, anyone that participated, even those that that might not um participate in multiple seasons, um and we had 149 of those have 4.0's. So, maintaining a 4.0 grade point average while participating in in one or more sports is is very credit to the students because they're putting the time in and our staff is very accommodating to help them make sure that if they miss something that they'll help them on the

080back end. that advisory A+ period is used by a lot of our champions to make up for that lost work. Um on the plane surfaces, we had six big eight conference champions this year. Um we received 11 regional/sectional plaques. We have two state runner-up trophies added to the trophy case. um three individual state champions, 15 first team uh all all state and then we also hosted four neutral sight playoff games and then three additional bigger team events. So those were uh something that Mr. Zimba so graciously left for me on some of those some of those that our coaches were like, "Yeah, let's do this." And um my mindset on that is if it gives our student athletes an opportunity to compete at home, let's do it. >> We we have we're very fortunate to

081have the facilities we have. So let's show it off. let's bring people in. Um because we have a lot to be proud of here at Brier School District and I want to show that off to everyone. And I I think the highlight was we had a D4 basketball mineral point versus uh Darlington and uh if you've never seen the pack gym, I was sweating that day because there was a lot of people and uh just the the communities that they brought in that was really cool to see. Um so yeah, we're excited to continue to do that. And then behind the scenes, uh, some of the big things we we we did is the social media communication. I think that's important to engage both our student athlete and our community so they know what's going

082on. So, we added Instagram. Um, Mr. Zimba Joel before me started the the Twitter account. So, I added the Instagram which comes with Facebook just to try to make sure we're getting as many markets as possible. We started a monthly newsletter to kind of encompass a lot of the things that I talked about here and also, you know, little bonuses, give student shout outs, stuff like that. um a student athlete group. So, we have our student athlete initiative leadership group. We started that um in the sec second semester and and we're really building that out. And I've told them this isn't something I want to build up. It's something I want you to build up because in 10, 15, 20 years, we're going to reflect on the structure you all built and where that's taking

083us. Because even though I'm going to be here doing it, I'm not in your shoes right now. I was in your shoes, you know, 11, 12 years ago, but I'm not there anymore. I can move on past that. Um, a big thing kind of not athletics was the restructuring of our theater department. So, um, kind of trying to bring some of that back under my supervision. So, they kind of know who to talk to. Um, the big thing I'm finding out is there's a lot of groups out there that they don't know who to talk to when they have questions or who to go to for help because Principal Cox and his admin team are very busy. So, just trying to let them know that as much as athletics is a big portion of my

084job, it's athletics and activities for a reason. Um, so I really enjoyed that, getting to work with them, get to know them, and help build that out. It allowed me to kind of put my own touch on it and kind of say like, "Hey, this is why we're doing it." And it was a good experience for a first- time administrator. And then, um, the layers of feedback, uh, and especially feedback we can track and and look at numbers and see growth. Um, we started a survey that we send out to our parents, our caregivers, and our student athletes. That's directly from me. So we always encourage our coaches to get feedback from them. But now we're adding a level to that with um me so I can see what they're seeing, what they're saying, and

085then have conversations with the coach about that. Are you seeing this? What you told? And what I really enjoy about it is it asks a question to a student athlete like my coach is, you know, fun to be around. It'll ask the coach, are you fun to be around at practice? So that way you can see the two date numbers and how they compare to each other. So if the coach says they're a 10 out of 10, but on average their kids say they're a two, that's a conversation piece for me. That's also a growth piece for me. So then I can go to them and have the conversation. Okay, what can we do to improve on this? What are some strategies? What do you need from me to help? And then we can track

086that year. Though our student athletes change, we also have the ability to um look at that number and and have something to quantify it. So it's not a subjective. It's not an opinion. It's hey, this is what the data says. this is where you're going, what are we going to do and what are we going to build off because that's what we all want to do. And as much as our coaches are, you know, from around the community, some are within the school, um they're extremely valuable because they're they're in communication with our student athletes for a part of the year. So 25 26 um the plan. So once again, it's that sale development and growth. I think that's probably going in the year my number one priority. I really want to build this student

087athlete group. So something that's one they're proud of and two it's something that can sustain itself in a in a way that kids know they want to be a part of it. Um that's always a big thing for me is you know I was a student athlete adviser when I was in college and it was something that decided you have to go do this they don't no one wanted to be a part of it. I want this to be people want to be a part of because they want to see the change and and athletics is a cool world with that. Um, I also want to improve and increase not just the feedback the coaches get, but the feedback they give to me. Um, as someone that's now in a position where uh, a lot

088of people that I work with are older than me, right? Um, as a 29 almost 30 year old, it's kind of like, you know, I've had coach Mars this year who he was on the second half of his coaching journey by the time I I was born. So, learning from them and seeing what they see um, in a safe where they don't feel like it's going to be hurting against them. So just trying to increase feedback that I get and then obviously avenues to get our groups in the community in different ways. Uh we do a lot of things to invite our community in to come watch them. I think it's important to have our student athletes go out and and whether that's with the elementary kids, whether that's out in the community just to

089build that overall sense of this is growing area school district. Um it the the community aspect can be huge and that's where I want our student athletes who already putting themselves in this vulnerable position to be something more than just a student at the school um to go out and experience things that maybe they didn't get to. And then finally um I'm coming to the board and Dr. Clarity with a recommendation. Um, so at the old high school it was the Coach Marks cross country course and with the move we we named our cross country coach Stubs Woods after the farmer that was here for so many years. Um, I'm coming today to make a recommendation and listen feedback on renaming the cross country coach. So I know we had a partial meeting about coach

090Marks, but just to recap that he was he's retired after 60 years. Um, he's still out there a lot, but he's retired. is not officially a school employee anymore. Um during that time he had six state champions for runners up. He's in both the track and cross country hall of fame and he also founded both of our boys and girls cross country programs. So my recommendation and what I'm listening feedback on is to rename the course coach Randy Mark's cross country course at Steuart Woods. And I told Dr. Clarity it's important to me to keep that Steuart Woods part because there's a reason that's there and it's not to get rid of it. The woods is still stupid woods, the area is still that land that he's there. Um, but for years to come for

091coach Marks to be remembered for his founding of what that program is now and 60 years is nothing to joke about. So, um, yeah, I think that's all I have for you. So, yeah, love to hear any feedback, questions, thoughts on the recommendation. I think Lori did a little more official >> elevate board members you have a copy of the actual proposal for the name of the cross country >> of course if you want to approach that alongside any questions or comments >> just want to say I love the the name recommendation um and also uh maybe uh Stuart Woods in that history I think it's important appreciate the thought of that uh I am really appreciative also that we can support our non ing students to participate in athletics. That's wonderful that we are

092um we have a environment and a community that can provide that. Um I did want to say also that we had uh some student athletes come to our house for uh for >> goldard season. Yes, >> that's so football players. Yes, we participated today for just they're getting out there and they're help getting the fundraiser going and then um >> as an ex rugger I will always dream of one day wildcat rugby team. So >> So we actually we started a rugby club this year. >> Okay. I sorry the the Noah Clark he's our our president and he uh he started he reached out in the fall and I took a meeting with him and from Dane County uh rugby. So they started it. So they they kind of teamed up I think Mass and

093West to make sure they could have a full squad and they competed in their first season this year. So and that's what like D mentioned at the beginning something I want to make sure I'm tracking make sure I have those numbers as well and so I can provide that because um and as much as that's athletic and activities there's really a whole heap of things that I technically supervise. So just trying to make sure I'm giving as much information to you all um that's what I get paid to do. >> Thank you. And board members, just so you are aware, the um administrative rule that talks about naming does state within the administrative rule that the person with which the naming is happening in regard to is also okay with this. So I did ask

094the question, is coach Randy Marks okay with this? And I I would anticipate maybe a level of humbleness with coach Marks, but >> So when it first got brought up, uh he was like, you don't have to do that. Coach Marks, I know I don't have to do that, but I'd be honored to do that. Um, we actually started talking about this before, um, during the last season I started working with the cross country boosters as this was something they kind of wanted to pursue and I was happy to kind of take the lead on it for them. Um, and and it's not like we're going to put a statue of him out there, right? I think that he might not like, but there's a name notary of Coach Mars. People know there. So, yes,

095he he does know about it. Um, as much as he might not like to know about it. >> Yes. But we follow protocol and so if we can take that vote knowing he is agreeing >> to all of this. >> Well, thank you Adam. This is really, as you said, just elevating the quality of our student athletes, um the academic achievement and their achievement in their various sports and all of the coaches and teachers that support all of that to ensure that that plays out. um just such a collective group of people really supporting our students and I really do love the feedback that you're talking about getting. I just think that reflects really our mission as a district of always regardless of your level of your role trying to get feedback about what's happening.

096So, thank you for lifting that up. I look forward to hearing things that you're willing to share um and getting our student groups into the community. Those are really I love the goals that you're that you're continuing to set. All right. So, we will Do we take a vote on the It's not listed. Take a vote on the coach marks thing. Can you >> It by rule, it doesn't say it needs to vote. It's more >> just smile and nod. And >> you guys are there's something you know that I know. >> Yeah. Right. >> Great. It sounds like we have >> gonna show up on Google Maps. about that for you and spent a lot of time on Google Maps looking at boxing for the fall. There's no cross country. >> That's a great

097way to honor his career. That's awesome. >> Wonderful. Any further questions, comments from board members? >> Thank you, Adam. Thank you for staying. Yeah, likewise. Appreciate your updates. >> Exactly. >> All right, Mr. Steiner, I'd like to echo that and just congratulate you on an incredibly successful first year as an athletic director. >> I figured it was about a year ago that I was out for a run when you called me. >> Yes, I did. We are lucky to have you. You did an amazing job here. >> It's been a crazy, you know, year. I'm glad to be here and kind of like finally settled. >> You really don't understand what you're doing until like year three. So, >> that's the whole thought, right? in like four years. >> You were amazing. Lucky to have

098you on. >> All right. Back to you, Chad. >> I have a I think a relatively brief uh budget update tonight. Uh as promised, uh we knew the last time we met, we didn't have the slides ready to go, but we knew the state budget had passed. Uh, and I promise to bring you an update really right now, uh, tonight, uh, to make sure the board has an understanding of where the state budget is at, uh, and to get feedback on just a couple of things as we work our way towards, uh, really six weeks from now when we turn over uh, the draft budget book for the annual meeting to make sure that the board is on the same page with the recommendations we're going to make for the eventual pass budget in October.

099Uh so there's still we know a lot more in terms of where the state budgets at. As a reminder to the board, the two big pieces we're waiting to have fall by the time we get to uh September and October would be what our enrollment count looks like and what happens with equalized property value and state and those two go hand in hand. Uh but we know a lot more than the last time we updated the board. Uh so excited to make sure all of you are on the same page. Uh so it all comes for a brief budget uh update uh for all of you. Update on the state budget, an update really on the unknown related to federal funding, in particular title funds, just a reminder of where we're at with the board

100calendar, uh some renewed budget assumptions after the state did pass that buyin and budget. um and a little bit more in-depth conversation to give uh Pete and myself a little bit of direction in terms of where we would like to head uh related to levy and mill rate. None of this matters until you pass a budget in October, but I think we'd like the budget to be as set as possible with what we put together with the annual meeting in the budget book. So that's the conversation we wanted to have tonight. >> Uh so um number one, the state budget did pass in early July. Uh it did include an increase of 1.4 uh million million dollars in spendable revenues for public schools. Key piece there is it spendable permission mainly related to special ed

101reimbursement. Uh but there's a key piece here that we're going to tease our way through. Uh so number one, I do believe that all of the advocacy that happened statewide, including with myself, Dr. clarity and our board members uh did end up having an impact when when we when they finally got to a spot uh to pass the budget. So, uh we did see a reasonably a reasonable increase in special ed reimbursement from the state of Wisconsin from 42% to 45%. Uh that was really the the main good piece of news related to the state budget. Uh a few pieces of bad news. uh we saw no increase from state aid. Uh so what that means is every additional dollar that the state allocated for us uh to have as spendable money in the end

102has to be passed to local taxpayers. Um and that uh that is a that's a big deal. So on Capitol Hill, uh it's my belief that uh this is a a win for some of our uh more right-leaning lawmakers that are interested in tax cuts at the state level. Uh and it is also uh was I believe uh really um Governor Ivers getting $325 uh a student essentially in perpetuity uh held up at the Supreme Court. Um, I believe that this was our lawmakaker's way of saying uh at least in the next two-year budget. There's nothing else in this budget for uh Governor Ivers and all the things he was endorsing. Uh so that was bad news and it does impact our ability in the end if you guys can follow me as we try

103to thread this through. It does affect our ability to prepay on debt and potentially offer uh some of the cushion related to a potential operating referendum in the future. uh because we are having to uh shift where our local tax money goes uh if we end up keeping the mill rate neutral. So that's a big idea from tonight. Uh uh so in the end it was all passed on July 3rd. I did put together a little bit of a summary in terms of what happens with special ed uh reimbursement. So what this really means in the end uh is we are estimating next year uh we will have to transfer $1.5 million less from fund 10 to fund 27 to balance the fund 27 budget. So fund 27 as a reminder is anything related to

104certified staff um or special ed assistants uh serving students with IEPs is coded to fund 27. The old reimbursement rate from the state of Wisconsin was roughly 30%. Fell a little bit below this this last year. Now it's all the way up to 42%. That'll have a $ 1.5 million impact on our budget, which was which is good news. And you'll see that in our five-year projection. I had Pete put together a slide that was comparing our last projection in June to what actually got got ended up being passed uh here in July. So that was again the good news impact related to the state budget. Uh we did see no increase in general aid. So this is a big mover in terms of where Pete and I have projected. Pete had uh built in

105even a CPI increase to state aid. It had historically been between three and 5% and it was zero. So the state aid pot uh is flatout flat from where it was two years ago. And there are a few other things going on. We won't get into detail if Pete was here. He could give you an hour uh thesis on what goes on with state aid, but a big thing going on statewide is Milwaukee schools passed that giant operating referendum. Uh and they are a positively aided school district. So what that means is as they spend more per pupil, the state of Wisconsin kicks in more aid. aid's only coming from a single pot of money at the state level. So if Milwaukee gets a bigger scoop, everyone else in the state gets less and the

106pot stayed the same. Uh so there um the fact that nothing got added and Milwaukee has a bigger piece of that pie did matter. So in our budget assumption that meant a decrease of $3.3 million in state aid from really those two big factors. Uh, and the impact for us is we're going to have to have a decision to make regarding our debt management strategy and what we do with mill rate. Uh, because that was a $3 million reduction in terms of what we were doing to level our mill rate. Meaning that instead of prepaying debt, we have to use that $3 million in tax money to operate our school district in fund 10. So that's that's a big deal. Good news in special ed, really bad news in state aid. So, we did a

107little fun 39 uh um summary for all of you. And I did want a little bit of open discussion. We don't have to decide this tonight. I'm interested in board feedback. We will eventually have a draft budget book uh that we will present to you here in August. Uh and that draft bud that draft budget book uh will uh will get feedback again before it's finalized and we get ahead of the annual meeting. Uh but I had uh we we built out this scenario. So, the current budget right now after we had the adjustment related to state aid, uh, only has $3 million of additional levy related to fund 39. And our strategy was there, use fund 39 to level the mill rate and continue to prepay debt. We've saved the taxpayers of the Roninary

108School District $10 million in interest related to our prepayment strategy. It's also leveled our mill rate. It also gave us a little bit of a parachute in the event we had to go out to an operating referendum like we did a few years ago that we could say this is mill rate neutral now we're just going to ask for your permission to operate the school district instead of prepaying debt. Uh and I built out just a little scenario for all of you. I'm interested in some in some feedback. So if we did nothing with the mill rate uh what that would mean would mean $3 million of um of debt prepayment this upcoming year. We had seven million dollars built into our previous budget assumptions before the state of Wisconsin didn't put anything in the

109apot. I what we did is essentially bumped up half a million dollar payments in fund 39 used for interest savings uh in the end and potentially used for a cushion in the event we had to go uh to an operating referendum in future years. Um and and I I wanted to show the board what that did to me rate. Uh so if we we ended up sending you a budget at a mill rate of 1095 uh and we decided nope, we were willing to increase the mill rate just slightly to prepay a little bit more debt. Uh $500,000 of additional levy in fund 39 ends up meaning a seven cent increase in mill rate. uh uh and to just give you comparison uh and a little bit more data. What that means is if uh

110the board said, "Yeah, go a little bit above on mill rate, we don't have to be perfectly flat here." Uh a 10-centent increase on mill rate would equal $10 in taxes on a $100,000 of property value. So a half million home here in Verona, that would mean an additional $50 in property taxes every year. uh to increase that mill rate by 10 cents. Um so you can kind of back your way into some of the math uh related to the scenario that I I shared with all of you. Nothing has to be decided tonight, but I did want to let you know that that that's at play. Uh there's a few other things we're tracking that we don't know yet. And if you're following me on all the interchangeable pieces here, another important number to

111us is net new construction. Uh so net new construction is new property tax payers that did not exist the year before. So we we we'll we'll get to a spot that we can present a budget to you that uh our taxing rate uh for existing property tax uh payers we believe could be relatively flat. Um and we we we want we're in interested in a discussion with all of you on what we want to do with fund 39. Uh so all of that exists. questions or comments on that? >> I have a couple comments. I I I just want to put a couple things into the space. First is these incremental increases in the mill rate that we're talking about to make up for the fact that the state is giving us essentially less money

112next year than they did this year. Our three years ago, our mill rate was I think 1264. >> Yeah. So, we have done pretty pretty significant drops in our mill rate over the years. And one of the things I was a little worried about at the time is, oh, if we drop our mill rate by $2 over three years and then increase it by 10 cents the next year, that's going to look like a tax increase when actually it's just like it's still a massive decrease from where we were just a few years ago. And the second thing I want you in this space is because of how we do school finance in this state, we're we're very likely going to be in a situation at some point in the next few years where we

113have to go back to operating referendum and our debt management strategy that we have been doing that that what they've done in the state is impacting our ability to do that is has been crucial to us being able to do an operating referendum that doesn't come with an increase in gear motion. So if we want to keep that going in the future, we have to keep in mind that same debt management strategy we've been doing for the last, you know, five years or so because that's really important. >> Well said, Joe. Thank you. >> Other questions? That was a lot, but I I think we're all we've been through this enough. I I believe most the board was tracking kind of where we're at. >> All right. And then there'll be a spot for questions

114and feedback at the end. I did want to have a a quick federal funding update. Uh I don't have a ton of breaking news for you. Uh today it sounded like um the federal government released funds related to uh community learning uh under the title category. Um and I don't believe we received any or very little uh funding related to that. We do receive titles one, two, three, and four funding from the federal government. We are far less federally funded than other even area school districts and other more impoverished school districts around the state that are waiting to see what's going to happen with federal funding. There are literal programmings and districts waiting to see what the heck's going to happen here. Uh because the future of how they operate their school district is at

115risk. Um, and we I know we had some board members reach out that were interested kind of where we're uh positioned when it comes to federal funding and the types of things we're doing with the federal funding we have and kind of count on. So, I did want to include just a couple slides to make sure the board was a little more updated when that counts. Um, John, do you have a question? >> No, I just want to advance the slides so everybody else can see what you're talking >> Thank you for that reminder. I'm not used to this seat, John. I'm just there all over it. Uh so uh um I did a quick summary in terms of what where uh what categories and what's funded uh related to to title funding um and

116wanted I think the next slide is the more important one. So in general the federal government said we're going to let you know but the money is not released right now. Uh there's been some buzz that somewhere between an 11 and 17% cut could be coming. There's al also been some buzz that instead of this just be being handed over to the state of Wisconsin to facilitate these federal grants that there may have to be kind of more leg work and paperwork related to um federal compliance to receive these funds. Um and I you you know exactly what what's going to be on there. Uh it's going to be um related to gender inclusivity in athletics. It's going to be related to critical race theory. uh it's going to be related to all the things

117that are kind of hung up in the federal government for them to release these funds is my guess in the end uh if they end up handing this out. Um and it's a little bit of a mess because they've dismantled the Department of Education uh that helped distribute these funds. So, it's a little up in the air right now. Uh I did want to make sure the board saw where we're at in terms of title funding. Uh we did end up getting uh title one at least a preliminary budget posted on the DPI website. So we do believe that biggest pot of money is on the way with a slight reduction. Uh title 2, three and four, they are not posted yet uh because the federal government has not released anything regarding the percentage of

118money that's going to come our way or if it's going to exist at all. uh to put you at ease a little bit, uh we would be able to handle um a um a reduction or loss of title 2, three, and four funds uh in this year's budget uh with the remaining funding we have uh through essentially special ed reimbursement, at least for this year. Uh it's I guess more concerning uh that at a federal level uh there is an attack on public education uh and we're holding public educators and students in public schools, students who need this funding the most um hostage while while we figure out what's going on uh at the federal government. So that's that's really where we're at. Title two, three, and four. We don't know um and won't know

119until the federal government um tells us what's going on. But I want to make sure the board had that information. >> Yeah. I >> just look at the description of what these these funds are for. And it's like unconscionable to to either hold the money back or leverage it for for political gain, economically disadvantaged students, school safety, teacher improvement. Like >> makes me mad. and Joe, many of these uh these buckets of funds were related to federal laws passed where they had to come up with a funding source. Many times unfunded mandates. Special education is a good example of that, but we still can't decide who should pay for that federal law. Um and we made some progress at the state law at the state level this year. So, um well said. Well said, Joe.

120>> Uh the last few a reminder of the calendar. I haven't spent any time on this. Uh but uh the the biggest pieces here, a month from now, you'll have a draft budget book. And this was one of our biggest check-ins prior to that. But we we will not have a pass budget until we get to the third week in October. So we still have a little ways to go. Uh a reminder to the board, the money we're including uh in at least these draft budget assumptions uh would potentially include a CPI increase uh for staff. We have kicked off collective bargaining, base wage bargaining and handbook discussions and had a productive meeting last week and have another one uh coming up this week and we'll update the board along the way as we reach

121closure on some of the items related to CPI discussions and handbook talks. >> Uh this is the board should be familiar with this slide. These are just new assumptions we've built in with new information related to the state budget. um uh primarily there. We didn't know exactly what was going to happen with $325 student and it stuck uh once the state budget got passed. And the last slide is kind of our go-to uh one sheeter related to what's happening with the fiscal year 26 budget uh and where we are projecting uh the subsequent years into the future. You can see there a couple of important pieces. Uh you can see that we are required uh that fourth line down fund le fund 10 levy that if we um if we keep the mill rate flat

122uh the fund 10 levy is going up by uh $5 million and the only way to keep the mill rate flat with the fund 10 levy is lessen the levy in fund 39. on 139 is really the main place the board has decisions to make regarding if we increase the levy and the mill rate uh related to what goes on with capital debt management. Uh but you can see here uh we had a pretty uh um drastic reduction in state aid where uh our current estimates last year the budget we just closed out on July 1st $28 million in state aid. This next year we're projecting under $25 million in state aid. So those are the really the big moving pieces aid, fund 39 and fun 10. Um and we for the time being we

123built in we built in essentially a flat no rate from the the prior fiscal year and we are projecting a budget shortfall the following year. Um we have the we have a year uh plus to work on closing that once we once we finalize this year's budget. I am here for any questions, but um lots of I think lots of big pieces that kind of fell from the last time the board had a budget update. >> I don't have any questions. I think this is >> I can see you percolating over there. >> I'm not percolating. I'm boiling. This is just so stupid. I think what you have done is illustrated for everyone. No matter where you sit ideologically or politically, this is what bad government looks like. This is what bad parenting looks like.

124This is what bad teaching looks like. If you do something I don't like, I'm going to take away something completely unrelated and necessary just to punish you. And it's faking awful and annoying. And it's happening at our state playing tit fortat with the governor and everybody suffers. And it's happening at the federal level where like we're going to not do reading interventions and summer school to help our students catch up because you disagree with how I define who is whom. And everybody, I don't care where you vote. This is bad government. you know, the state has a surplus, but we're going to have to like tax more at the local level. And I'm I'm fed up with higher local taxes, and the state's able to play a game like they're being fiscally responsible, and they're

125not. They're just prioritizing stuff that helps no one. And and this is just BS to the highest degree. And to sit here quietly and ruminate on about it is irresponsible. So this is more of just a statement like this is the reality here. There are funds for needed things that are being held up in unconscionable ways to score political points and we are doing very well in this district because of how we've managed money in the past and because of the blessings that we have based on where we are. So, I can't imagine being in another place like Milwaukee that has been torn apart for a decade by vouchers that we all now have to pay for across the state. Somebody 20 years ago decided we're going to run an experiment on all these people's

126lives in Milwaukee and it didn't work out and it got expensive and now we all have to pay for it. And I'm just sick and pissed and tired of politics coming in to where we're trying to have discussions about helping students learn and this is just wrong and it's just bad government. So yeah, that's my question. Sorry, it's a good question. No >> apologies. It's so well, John. what what this has done. I'm piggybacking off what John just said. Those of us who are part of community- based organizations that do this work are tired. We are working around the clock, hour after hour. We're nurturing families. We're nurturing kids. We're, you know, mass loss whole uh theory of nurturing. That's what we're doing. We're making sure these families have have the bare necessities so that

127their kids have the bare necessities to be able to learn, to be able to to step through that door, not have to worry about eating or where they're going to sleep or or you know, clothes on their backs. But we we are fighting for funding. You know, we're we're working with each other. when I say each other these community based organizations we're shuffling money around each other just to address some of this but we are extremely exhausted and it's been like John said it's so politicized that's what it's all about and we're not thinking or or the lawmakers aren't thinking about what it's doing or caring what it's doing to these families and children >> I just recently made a post uh about a proposed youth jail coming to Fitchburg and the irony of of

128increasing disparity and uh and and not looking at again the needs and supporting what kids need. Um and and this kind of negative feedback loop that we're politically also going down have there should be no youth jail anywhere in the world Pittsburgh, Wisconsin anywhere. we should be uplifting kids for the things that they need with teen centers, with other funding um that they need through our schools. Um so I right on board with you thank you for for sharing your sentiments and um I think the more that we can understand that the important programs around DEI that those uplift everyone in our community recognizing that as we undo systemic oppression and barriers where they exist everyone has the opportunity to thrive in our communities and that makes a good community all the way around for

129all of us strengthens all of us. everyone benefits from that work. And so how that's been politicized as woke or whatever, I think that's we have to I'm I'm proud of the the community that we live in. Um but I think that bigger picture of how we continue to support each other, make sure that everyone is uplifted is the most critical work. [Applause] >> Yeah. I hope Mr. Clarity is getting better. >> I haven't heard from him, so feeling good. I I I will I will leave with you guys with this, and I heard several board members say this, that I I think we care about the greater good of public education. Uh, and I I I do think all of us in this room uh realize that in some regards, how fortunate we are

130to be leaders of and in this community and this school district. Uh if we had not overlevied fund 39 this previous year and we just levied the minimum with the state permission that we had um we'd be looking at a 30 or 40% mill rate increase to cover for the loss of state aid and what that does is I think I heard to Mr. Porquo's point uh the folks at the capital can trumpet tax decreases at the state level and immediately local taxpayers would turn to me to Dr. clarity to the seven board members here and say, "Why the heck are my property taxes going up so substantially? What are all of you doing at the local level uh in terms of managing our public schools?" Um, and that is happening at 90% of the

131districts in the state. We don't have to have that conversation this year because we've had a flat mill rate that our community has supported with pet management. Uh so it it in some regards is also a little sinister twist uh at the state level because they're making local board members answer questions relative to increased property taxes because the state fell short on it. That's really what's going to happen. >> And the other layer that is disappointing often with that is the um perception that doesn't get opposed is that districts are somehow mismanaging the money they do have. >> So no, it isn't the fact that the state did this. you all clearly are mismanaging the money if you have to come back to us and ask for more. So, what is the school district doing

132wrong? The transparency that our district has had and trying to really make it clear where we spend our money. Um, but that narrative too just kind of slides along as though this has all along been a problem with schools and their budgeting. And I mean, if this doesn't make that so apparently clear, I don't know what else does. Um, yeah. >> All right. Thank you for all that draft budget on the way a month from now and we'll we'll stay at this. >> Thank you Janet. Back over to you. >> Yeah. So based mercy a bit on your comment as well but just confirming I am not aware of any public comments this evening Lori. >> Thank you. >> We'll keep them to board. We're making comments in public which is great. Uh so we

133will move on to board updates. any general board updates that any one of you have to share this evening? >> I will update some. I have been um working um very loosely because I don't have enough time um with the people who are getting the art house 360, the old graded school building up and running. And in the very near future, they will be up and running. Um but they're already offering some classes out of there and things like that. It is really exciting to me to see a place that serves as an anchor for the arts in our community. >> Um, and I'm hoping that it will serve as a place where the arts can grow a little bit. I often talk with them about how we, you know, as parents when you look

134around like what am I going to do with these kids because I don't know what I'm doing on my own. And you you bombarded with sports opportunities and things like that. and it's actually fairly hard to find opportunities for the arts. So, this is something that I've been fairly passionate about. >> Um, but I would encourage everyone to check it out. >> It's also kind of cool kind of a legacy history of that building in this district too and kind of continuing that community connection with that space is kind of neat. >> So, yeah. >> Yeah. to speak to that. That building for those people that don't know, the one person that's watching, um that building was originally a like K12 everybody building when it was built in 1917. It has served every function for

135this district since then from charter school to it was one point just the fourth grade building. Um then they built Sugar Creek around it. So it's part of that and I mean it has been everything. And then when we built the high school part of the deal was it reverted to the city and so now it's serving a new educational purpose. That's pretty cool. >> Yeah. >> Thanks John. Thanks for that update. Look forward to finding ways that we can add to our community partnerships through space like that. >> That's awesome. >> Yeah. >> And it's just a fun space. >> Just a fun you know you're in a great building when like the bathrooms are fun. I just wanted to give a shout out to uh our summer school uh teachers and the programming

136that they're doing. My kids went in classes every week this summer and they have had a great time and it's been just a lot of fun to see and hear their stories and the writings that they're coming up with. So, uh just want to shout out to all the summer school staff, you know, that um >> it's a lot of work. It's a lot of work and it's appreciated and the kids are doing great. So, thank you. >> Awesome. Thanks for that. Any other updates? Okay. Uh I invite you then board to make sure you've taken a look at the superintendent consent agenda. Having done so, are there any questions? [Applause] Hearing none, the superintendent's consent agenda is approved as presented. Similarly, please make sure you've looked over the board's consent agenda. Are there any

137questions? Hearing none, the board's consent agenda is also approved. Just a quick reminder of future dates. Um, obviously all the board meeting meetings and the convocation is listed. I think we've had initial emails coming with just kind of general overviews of the day. I hope to see as many of you there as possible for convocation to welcome back the district. Got a little more than a month. So we say welcome back and then we step back. >> Yes. Um and then with all of that I would accept a motion to adjourn tonight's meeting. >> So >> Corby second. >> One Carlos. All those in favor of adjourning tonight's meeting signify with I. >> I. >> Any opposed? Meeting is adjourned. Thank you Meredith for joining virtually. Thanks team. Thanks admin. Have a >> good night.

138>> Thanks listener. Maybe it comes from