001Hi, I'm Brad Sarin, superintendent of the Sun Prairie Area School District. Here with my colleagues to present the monitoring report for operational expectation 11 instructional pro programming to the board of education and the community. We are going to do an overview of the operational expectation 11 instructional programming. We'll then move into the uh results that are embedded in operational expectation 11. From there, then we'll review the expectations, the artifacts, and the ratings. uh and then we'll move into the 2526 action steps that we are taking for continuous improvement based on the recost analysis of how we did during the 2425 school year. In terms of an introduction for operational expectation 11, it's important to note that the board reviewed operational expectation 11 in light of community feedback that we got when we refreshed our uh
002strategic framework uh in conjunction with the community. The operational expectation policy was revised based on that feedback on March 10th, 2023. From there, then the administrative team got to work with feedback from the board of education to try to update the monitoring report. The board after uh a presentation uh to the board of education deemed that monitoring report as reasonable on March 11th, 2024. We presented that monitoring report in conjunction with board procedure 10 which includes references to the board uh wanting vital signs. The artifacts in this monitoring report are from the 2024 20225 school year. It's important to note that operational expectations are compliance-based, meaning that given the resources that the administrative team has available and other factors that affect the organization, what would a reasonable community member see as far as overall compliance
003as the administrative team is continuously working toward making sure that we are compliant with the board's expectations outlined in operational expectation 11. The board has expressed an expectation and the entire administrative team has worked hard to develop and cascade the strategies necessary to meet the board's expectation across all of our campuses. And while this is a superintendent report, it's also a representation of hard work that many teams of educators and staff members have uh have completed that goes into making sure that we are compliant with the board's expectations across all of our campuses and additional programs. And it's also important to note that compliance never equals perfection. That we are always looking to improve as an organization. And so from here to begin the process of overviewing operational expectation 11, I want to turn it
004over to Steph. Steph. >> Thank you, Dr. Sarin. Hello. I'm Dr. Stephanie Leonard, assistant superintendent for teaching, learning, and equity. Operational expectation 11. Instructional programming has been monitored and reviewed to ensure the district's instructional programming offers a broad range of relevant, engaging, and innovative opportunities and learning experiences in and out of the classroom that help students develop to their full academic and social potential and prepare them for life in a global society and economy. OE1 is made up of 11 total board expectations. During the 24-25 school year, the administrative team has determined that 11 board expectations are in compliance. Considering the prepundonderance of the evidence, the superintendent judges that the school district is in compliance. It's important to note that the artifacts and evidence that we're bringing forward set the necessary conditions to meet the
005board's expectations for student results policy to student academic outcomes. The next two slides identify the expectations that were in compliance. I will not be reading these slides aloud to you as my cabinet colleagues will go into further detail as we progress through the presentation. I would encourage you to have access to the OE1 monitoring report that is available in diligent so that you have access to the links for the artifacts that will be discussed in this presentation. so that you may pause the video after each slide to look into the artifacts that have been linked as evidence of compliance. So this slide lists 11.1 through 11.6. The following slide 11.7 through 11.11. And with that, I'm going to turn it over to Dr. child clarity to get us started with OE 11.1. >> Thanks Stephanie.
006Operational expectation 11.1 is defined by the language ensure that all curricular programs are rigorous and aligned to district adopted learning standards. The evidence of compliance for this component includes curriculum renewal and design plan years one and two action steps which were completed and documented through the work of the curriculum steering committees. These documents provide evidence that each content area engaged in the required cycle of review, analysis, selection, and design aligned to district standards. The committees ensured that standards were vertically aligned, rigorously addressed, and reflected consistently across grade levels and courses. Completion of these action steps demonstrate that the district has maintained a structured, systematic approach to aligning curriculum with adopted learning standards. This alignment ensures coherence, clarity of expectations, and equitable access to grade level learning across all schools. The administrative team identifies OE1.1 as
007in compliance because the district has established and completed clear processes that verify our curriculum is rigorous, standards aligned, and supported by documented committee work. These systems provide confidence that every student experiences instruction grounded in highquality districtdefined expectations. Next we have OE 11.2. Operational expectation 11.2 is defined by the language. Ensure that the instructional programming is relevant, studentdriven, and accommodate students talents and interests. The evidence of compliance for this component includes completion of the curriculum renewal and design plan years five and six action steps which are supported by content area surveys completed by parents and caregivers, students and staff as long as well as community members of our business education partnership. These surveys provide qualitative and quantitative data on the relevance of programming, student engagement and alignment with learner interests. A theme analysis of survey responses
008documents how students experiences, talents, interests, and feedback inform revisions to instructional programming. This process ensures that programming is not only standards aligned, but also responsive to the voices of learners and their families. This evidence demonstrates that instructional programming was intentionally designed and refined using authentic stakeholder input, ensuring that students experience courses and learning pathways that reflect their strengths, aspirations, and unique identities. The administrative team identifies OE 11.2 as in compliance because the district demonstrates consistent systems for gathering input, analyzing trends, and using that feedback to shape instructional offerings. This process ensures teaching and learning remains relevant, student centered, and reflective of the diverse talents and interests of some Prairie's learners. I now pass to Dr. Morgan to discuss 11.3. >> Thank you, Dr. Clarity. Component 11.3 is defined by the language. Ensure that the instructional
009programming is culturally responsive, reflective of our student diversity, and engaging for students of various backgrounds and abilities. The evidence of compliance entered for this component includes applying the equity protocol to both instructional standards year 1 and instructional materials in years 3 through 4 as documented by the curriculum steering committee. completing the individual amplify CKLA review template to support consistent material review, expanding the Spanish English dual language immersion program to kindergarten through first grade with evidence from the biiteracy steering committee and establishing a workflow workflow for biiteracy unit planning to ensure consistenc consistent instructional design. We identify OE 11.3 as compliance because we ensure that our instructional programming is culturally responsive, reflective of our student diversity and engaging for learners across a wide range of backgrounds and abilities. The evidence supporting this is clearly presented and
010articulated in this slide. I am now going to turn it to Dr. Kurt Mold. >> Thanks, Dr. Morgan. OE 11.4 Four states that the district should effectively measure each student's progress towards achieving or exceeding standards using a variety of quantitative and qualitative measures and methods to demonstrate the students proficiency with the learning objectives. The evidence of compliance brought forward to the board for the determination of being in compliance with OEE 11.4 for are the artifacts of our 2425 assessment schedule which is a year-long calendar that shows what assessments are given to which grade levels in what content areas and when those assessments are given. These assessments include district benchmarks, state tests and our progress monitoring and universal academic screeners. It also helps aid staff and administration in the planning of instruction, avoiding over testing and
011to coordinate logistics. Another evidence of compliance is the Sun Prairie Area School District grading and reporting handbook. This is a guide that explains how grades are determined and communicated, collaboratively developed with our staff, and includes information about grading scales, standardsbased grading practices, late work and redo policies, structures for reporting of academic progress, and expectations for consistent and fair grading across our district. And the last piece of evidence is the database decision-making guide. This is an important document in our district and it's a framework that outlines how educators should use data to make instructional decisions. This includes what data to look at, how to analyze it, and how to respond, including things like intervention, enrichments, or next steps in instructional planning. and further talks about how to document decisions within our equitable multi-level systems of support
012or EMLSS system and other pro problem solving processes that a variety of educator administrator and student services team to plan thoughtfully for what students need next. Now I hand it off to Miss Apadaka. >> Thank you Dr. Mold. Operational expectation 11.5 requires the district to establish, implement, and monitor a continuum of multi-level systems of proactive and responsive supports, all built to match the range of developmental, academic, behavioral, social, and emotional student needs. To establish compliance, we site evidence of implementation of our equitable multi-level systems of support or EMLSS. Last year, this included um updating the student support team process and guide for educators, which ensures educators use consistent datadriven structures to identify needs and coordinate interventions. We also reference our collection and use of annual PBIS fidelity data gathered through the tiered fidelity inventory which
013shows how schools implement positive proactive behavioral systems across all three tiers, the universal, supplemental, and intensive tiers. And finally, we cite our work done to implement elementary personalized reading plans aligned to act 20, which ensure students receive targeted reading interventions monitored over time. Taken together, these artifacts demonstrate that the district has well-established systems that are implemented and monitored with consistency. For these reasons, the administrative team identifies OE1.5 in compliance. Moving on to operational expectation 11.6. This requires the district to prioritize the disruption of systems and structures that foster inequities and inhibit learning in order to help our historically marginalized students close the opportunity gap. To establish compliance, we reference the processes used to develop and implement each school's equity-based problem of practice, theory of action, and 100day plans, all of which are grounded in data
014and monitored through our SP 100 continuous improvement cycles. We also reference district-wide E team trainings which equip school leadership teams to identify inequities, analyze root causes, and design targeted actions. And finally, we include the process developed and used to monitor fidelity of implementation of the first three elements of our instructional framework. Rigorous and coent teaching, culture of care, and disrupting inequity. Our instructional framework is our highest competence strategy to disrupt the inequitable outcomes present in our system. Collectively, these artifacts demonstrate clear and intentional efforts to disrupt inequitable systems and improve outcomes for students who have historically been underserved. For these reasons, the administrative team identifies OE 11.6 in compliance. And now, Janet Thomas will speak to OE 11.7. Thank you. Component 11.7 is defined by the language, regularly evaluate and modify instructional programs and programming
015for continuing effectiveness and encourage new and innovative approaches as necessary. The evidence of compliance entered for this component includes engagement in subject area instructional program review and revision according to the curriculum renewal and design plan years 1 through three action steps as evidenced by the curriculum renewal and design plan and content steering committee documentation. Additionally, the use of a data review process where tle reviews fidelity data is also um shown as evidence of compliance. The administrative team identifies component 11.7 in compliance because our curriculum renewal and design processes established shared purpose and vision for curricular areas defined and adopted standards including the identification of essential supporting and reportable standards. Designed and/or revised curriculum and assessment selected instructional materials and resources and planned for implementation and professional development. Additionally, the teaching, learning, and equity team engaged
016in a data review cycles to monitor the effectiveness of district instructional programming and key indicators in service of continuous improvement. I will now pass to Rick Miller. >> Operational expectation 11.8 Eight is defined by the language appropriately review instructional materials upon formal request by a parent or caregiver or other district residents. The evidence of compliance provided for this component includes policy KB and procedure KB-R which articulate a clear description and process for a review of instructional materials when a formal request is received. policy IFD which provides roles, responsibilities, expectations and guidance for curriculum development and improvement to ensure that we have a rigorous, coherent and culturally and linguistically responsive curriculum. And then finally, our expanded CKLA modification process. While there were no formal requests for review of instructional materials in the 202425 school year, we
017are including the expansion and adaptation of the CLA review modification process based on community input as uh evidence of compliance as well. The administrative team identifies component 11.8 eight in compliance because the district demonstrates clear expectations and processes for the review of instructional materials is prepared to engage in such processes and we engaged in expanded curriculum review and modification based on input from our community. Now I'll pass to Dr. Mole to share OE 11.9. >> Thanks Rick. I'm particularly excited to talk about OE1.9 which is described as providing adequate student access to technology and to educate them on digital citizenship. There's a lot to be proud of in this particular operational expectation. Specifically, we've co-created a K12 digital media and digital citizenship pathway with aligned units and pacing guide so that students can build skills
018intentionally from kindergarten through graduation, including library skills, research skills, digital media, and the ethical use of digital technologies. This work has included artificial intelligence literacy. And last year we piloted in eighth grade uh a program that allowed our students to learn more about artificial intelligence and fostered the use of AI as a pathway to being a curious, critical and also ethical user of artificial intelligence in other emerging technologies. Our digital equity effort, including our device rollout and spring spring collection, ensured reliable access to learning tools while responsibly managing and refreshing devices. This still includes providing students with wireless hotspots and providing some qualifying students experiencing insecure housing cell phones. Overall, this is a future focused investment in our students and we've provided them the skills, tools, and confidence to thrive in a digital and AI
019rich world. And with that, I'm going to hand it off to Dr. Leonard. >> Thank you, Dr. Mold. Operational expectation 11.10 is defined by the language assure that the district calendar, instructional time, and schedule are designed to best serve the learning needs of students. The evidence of compliance entered for this component includes a comprehensive calendar development process documented through employee workg groupoup materials that ensures the annual instructional calendar reflects the needs of students first. This process incorporates staff input, instructional priorities, and state requirements while centering coherence across elementary, middle, and high school schedules. The annual instructional calendars show that the district has designed the pacing of instructional days, professional learning time for educators, and non-instructional days in a way that supports student learning, minimizes disruption, and ensures sufficient instructional minutes across grade levels. And finally,
020the elementary, middle, and high school schedules collectively demonstrate that the time allocated for instruction is structured to maximize learning opportunities, align with developmental needs, and support a consistent K12 experience. The administrative team identifies component 11.10 10 in compliance because the district has established and implemented clear, consistent processes that prioritize student learning when determining calendar structures and daily schedules. This system ensures instructional time is protected, equitably distributed, and designed to support highquality learning experiences for all students. OE1.11 is defined by the language review school attendance boundaries periodically to ensure a reasonable balance in student enrollment and equitable instructional programming across schools. However, the board retains the responsibility for changing attendance boundaries. The evidence of compliance for this component includes referral of all boundary changes to the school board demonstrating that the district has adhered to policy
021JC school attendance areas and has not made any changes outside of the board approved process. We also have board meeting documentation, specifically the February 10th, 2025 board meeting agenda on enrollment projections, which shows that the district continues to review enrollment patterns, monitor capacity, and evaluate balance across schools. Key steps required for maintaining equitable programming and avoiding disproportionality across attendance area. The administrative team identifies component 11.11 in compliance because the district consistently follows the established governance process for attendance boundary review maintains transparency with the board and ensures that any adjustments are anchored in data equity and long range planning. By adhering to policy JC and regularly re regularly reviewing projections, the district safeguards equitable access to instructional programming across all schools. And so with that, we'll turn uh our attention to the 202526 strategic actions. We
022are committed to continuous improvement. So for 2526, we will focus on the following strategic actions to improve our instructional programming in service of living out our district mission, vision, and schoolboard equity statement. We will implement elements four through six of the instructional framework, culturally responsive, multiple means to demonstrate understanding and learning partnerships. We will fully implement the instructional framework fidelity tool districtwide. We will actively communicate and engage with parents and caregivers and educators and the schoolboard during the 4K through 5 math materials review selection process to inform the recommended program adoption based on some of the learning from the 4K through 5 ELA adoption process. We will strengthen coherence, alignment, and fidelity of implementation across the curriculum renewal and design plan through the implementation of a revised cycle which has been expanded to eight years.
023The additional two years are designed to focus on assessment, program evaluation, and student voice, which require sustained followth through. We will support the roll out of new secondary literacy and math materials by partnering with school and district leaders to observe instruction, give feedback, and identify implementation needs. We will deepen culturally responsive programming by expanding bilingual bicultural programming and ensuring equity protocols are consistently applied to both standards and instructional materials. We will enhance the effectiveness of assessment and grading by increasing calibration, improving data use practices, and ensuring consistency in formative and summitative assessments aligned to standards. We will tighten the alignment of data, risk level, and intervention response in the equitable multi-level systems of support with particular emphasis on personalized reading plans related to act 20 and strengthening the SST process across schools. We will accelerate
024equity focused continuous improvement by supporting schools problems of practice, 100day plans, and fidelity to the instructional framework, especially as we expand the implementation to include the new focal elements of multiple means to demonstrate understanding, culturally responsive and learning partnerships. And finally, we will expand and refine K12 digital access, digital citizenship, and AI literacy, ensuring technology integration supports meaningful learning and that device rollout collection systems remain efficient and equitable. And with that, I'll turn it back to Dr. Sarin. Brad, >> thanks Stephan. So, and finally, all of us would like to sincerely express our gratitude to every member of the leadership collaborative who have worked so hard with our teachers, our seas, our instructional assistants, our educators, and our staff for this remarkable work that's captured in this report. This report is truly a representation of
025the collective efforts of all of our staff and the hard work that we engage in in the service of students. We submit this report to the board of education on behalf of everybody that has impacted the results captured in this monitoring report. Thanks so much. [music]