001Hi, I'm Brad Sarin, superintendent of the Sun Prairie Area School District. Here to present to the board of education and the community, the student result policy monitoring report for student result policy 2 or SR2. Going through the agenda, we are going to cover the student result policy 2 academic outcomes. We'll do an overview of that. We'll go into the outcomes related to the monitoring reports for the results for the 2425 school year. We'll reference the progress descriptor key so everyone knows what we're referencing. Uh we will review the expectations, the measures, and then the ratings. And then we'll go through the 2526 action steps for continuous improvement as a result of our root cause analysis of the student result policy too. I'd like to say just in terms of an introduction of student results policies
002is that these came from um uh expectations from the community. the board and the administrative team uh went through a refresh of a framework of community expectations and subsequently revised student results policies uh that uh those were then approved by the board of education. Those revised student results policies on April 10th, 2023. From there then the administrative team in conjunction with the uh board of education developed monitoring reports. uh we presented those on March 11th according to board procedure 10 which references vital signs and we uh were happy to have the board determine that those monitoring reports were reasonable on March 11th of 2024. Just as a reminder that the monitoring reports capture data that's from the 2425 school year even though we're presenting those in the 2526 school year. Student results policies are based
003on the extent to which we made reasonable progress during the school year. And that also is given the resources that we have available and also other factors such as poverty and mobility that affect the organization. Would a reasonable community member look at the data that is captured in those monitoring reports and determine those as reasonably progressing? Uh the board has an expectation embedded in the uh the student results policies. The administrative team has worked extremely hard to develop strategies to cascade across our system to make progress toward those board's expectations. And it's important to remember that this is a presentation, yes, from the superintendent, but it's a representation of just tons of work that's happened across our systems, not only in what I need now times, but also by staff uh and educators across all
004of our 15 campuses in early childhood and our adult transition program and our 4K partners. It's also important to remember that progress does not equal perfection and that data comes in different forms and because of uh factors that are outside of some of our control such as fluctuations in mobility rates and also rates of poverty that some of the data is going to be uh fluid from year to year. From here uh I am going to turn it over to Steph to complete the uh first overview of student result policy uh two measures. Steph. >> Thank you Dr. Sarin. Hello, I'm Dr. Stephanie Leonard, assistant superintendent for teaching learning and equity. Student results policy 2, student academic outcomes have been assessed for making reasonable progress each year towards being literate and numerate across academic disciplines,
005achieving academic growth with a focus on improving academic outcomes for students experiencing significantly lower rates of success. gaining the necessary academic non-cognitive skills to be prepared for college, career, and life readiness and demonstrated mastery of content knowledge, skills, and competencies through multiple opportunities and assessments. SR2 is made up of 12 total board expectations. During the 2425 school year, the administrative team has determined that we have made reasonable progress in 10 expectations. reasonable progress with exceptions noted in one expectation and failure to make reasonable progress uh in one expectation. Considering the preponderance of the evidence, the superintendent judges that the school district is making reasonable progress with exceptions noted. It's important to note that the student outcomes we are reporting are realized through the established conditions the board has identified in operational expectation 11 instructional programming.
006This slide and the next slide identify the 10 expectations for which we have made reasonable progress according to the progress descriptors key and the expectation for which we have made reasonable progress with exceptions noted and the one category for which we have failed to make reasonable progress. 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 SR2 monitoring report that is available in diligent to have access to the board expectations, the measures of progress, the 202425 rating and the progress descriptors key that are discussed in this presentation so that you may pause the video after each slide to have an in-depth look into the SR2 monitoring report. So these are the
007categories that show reasonable progress. The next slide, reasonable progress with exceptions noted, which was one category, attendance. And then failure to make reasonable progress, one category, high school grade proficiency by department area and ELA, math, science, and social studies. And with that, I'm going to turn the presentation to Dr. Kurt Mold to provide an overview of the progress descriptors key. Dr. Mold. >> Thanks, Dr. Leonard. When the SR policy interpretations and measures were last revised, the discussion also included a clear a desire for clarity of determining when progress progress with exceptions noted and failure to make progress were determined. This discussion also included choosing measures when possible that were in alignment with measures from recognized research. For many of the measures, research is from the Annie Easecy Foundation redefining ready in the US Department of
008Education and these measures were chosen in anticipation of potential future board work related to profile of a graduate. Further, we also attempted to identify the nexus of rigorous, attainable, and reasonable goals. The definition of the measures along with the descriptor key for measures were the result of a collaborative effort between board members and administration and were approved by the board at the same time the revised policy and interpretations were approved. These measures have defined the direction of the work of classroom teachers, school and district administration over the course of the past year. As you can see from the table, we have information related to baseline year, which is typically used when we measure growth. And you would see no comparison available or a gray box or NA would show up in a progress monitoring report.
009if a pre and post- test sample is not available. We also set goals that did not meet expectations and those are defined as goals that were 5% or more below. We have goals that define when a population or an outcome is approaching the national norm or established expectation within a range of 5%. And this typically shows up as meeting expectations with exceptions noted. And we have that the population in the outcome is commensurate with the norms and expectations for uh that uh particular assessment or outcome. So that meets or is within 5% above and that would show up as uh reasonable progress. and also showing up as reasonable progress. But something that we also make note of as we look at our data every year is the uh times when the population or the outcome
010exceeds the national norm uh or expectation at 5% or beyond the established norm for that particular measure. And so as you uh go through uh this presentation and you hear the descriptions and the keys and you see color coding uh just know that that color coding uh first and foremost was uh known, discussed and collaboratively developed with uh the schoolboard members and it was approved. And also know that those measures are when possible uh linked to research uh based documentation uh that would then also uh be aligned to the work that we're both doing currently uh but also affords us uh a researchbased foundation uh for potential uh future board work. And so with that I'm going to uh hand it off to uh my colleagues Rick Miller and Sarah Chai Clardy uh to dive
011in. Thanks Kurt. The first indicators of student results policy 2 section one measure students academic achievement and growth in core areas of literacy and numeracy. This includes oral reading fluency for third graders, reading achievement for eighth graders, preac reading for 10th graders, and math performance at grades 3, 8, and 10. As Dr. mold stated the pro in the progress descriptor key that you have as an attachment clearly shows the goal for each assessment or measure. So I encourage you to have that handy and to look at that side by side with these slides as uh as we share the information so that you can make meaning across these six measures. The board expectation is that students will make reasonable progress toward being literate and numerate across all academic disciplines. In each of these indicators, growth
012and or achievement meets the identified progress threshold. For example, 8th grade reading shows 78% achievement with 88% growth. and 10th grade preacct math shows achievement at 32% with 12% of students demonstrating growth because each indicator demonstrates either achievement or growth or a combination of these that meets or exceeds the goals uh that are are articulated on the progress descriptor key. This collection of measures is considered reasonable progress for the 2024 2025 school year. Now I'll pass to Dr. Triclarity to take it from there. >> Thanks Rick. The indicators in section two examine the degree to which students gain the non-cognitive and readiness skills required for post-secary success. This includes participation in college readiness and workplace learning coursework, successful completion of SP30 where we embed teaching on academic and career planning and student attendance. Participation rates
013in college and workplace readiness coursework show 56% achievement which represents reasonable progress on this expectation. Similarly, 94% of high school students successfully completed SP30, meeting the board's expectation for reasonable progress in preparing students for college and career pathways. Attendance, however, is marked as reasonable progress with exceptions noted. With an overall attendance rate of 79%, the district shows improvement, but remains just below the board's established target of 80%. Because progress is evident, but not yet at the expected level, this indicator is classified as progress with exceptions noted. Section three focuses on students demonstration of mastery across content areas through grades, credit attainment, and completion of graduation requirements. The first indicator, high school grades proficiency by department, examine student proficiency in English language arts, math, science, and social studies. While proficiency rates range from 64% to 89%
014depending on the department, the measures do not meet the achievement threshold necessary for demonstrating adequate progress. Note there is not an established growth metric to meet. As a result, this indicator is rated as failure to make reasonable progress. Further explanation was provided as to the rationale and next steps to address this indicator at the November 24th schoolboard meeting workshop. The second indicator, high school credit attainment across core content areas, shows strong results, including 96% in math and science and around 94% in English language arts and social studies. This reflects consistent reasonable progress. The graduation rate remains stable at 95% exceeding expectations and resulting in a designation of reasonable progress on this indicator. I will now pass to Dr. Leonard to discuss our strategic actions for 202526. Stuff. Thank you, Dr. Chia Clarity. Our district is
015committed to continuous improvement for the 2526 school year. We will focus on the following strategic actions to continuously improve the outcomes related to students and their academic outcomes in service of living out our district mission, vision, and schoolboard equity statement. We will ensure students have access to highquality grade level literacy or biiteracy curriculum and instruction through the implementation of grade level essential standards. We will ensure students have access to highquality grade level math curriculum and instruction through the implementation of grade level essential standards. We will monitor the implementation of attendance processes and procedures by annually and we will revise as needed. We will monitor and provide feedback on the implementation of the instructional framework elements one through three rigorous and coherent teaching culture of care and disrupting and equity across the system. We will implement
016a training plan for instructional framework elements four through six multiple means to demonstrate understanding learning partnerships and culturally responsive. We will provide student access to highquality grade level math curriculum and instruction through the implementation of I Ready at the middle school and math nation at the high school instructional materials. And we will provide students access to highquality grade level literacy curriculum and instruction through the development of a coherent newly written ELA curriculum for grades 9 through 11. And with that, I'll turn it to Dr. Sarin to wrap us up. Brad, >> thank you Steph and team. So, and finally, relative to student result policy 2, we'd like to express our gratitude to the entire leadership collaborative and all of the teachers, the special education assistants, and our instructional assistants, educators, and staff for their unbelievable
017work throughout our 15 campuses and additional sites. The report really represents the collective efforts of every single staff member that has put in the hard work to engage our students every single day in the school district. We submit SR2 monitoring report on behalf of the people that have impacted the results captured in this report. Thank you so much. [music]