001Hi, this is Brad Sarin, superintendent of the Sun Prairie Area School District, here with my colleagues to submit to the board of education and the community student result policy 3 or as we call it SR3, which covers student personal development outcomes here at the November 10th board meeting 2025. The agenda is as follows. We'll start with covering student result policy 3, including student student personal development outcomes. Uh, and we'll do an overview. We'll move on to student result policy 3, student uh personal development outcomes monitoring report results for the 2024 2025 school year. We'll cover key progress descriptors. We will review expectations, measures, and ratings. And then we'll look at 2025 2026 action steps for continuous improvement of student result policy 3. I'd like to complete an introduction for student result policy 3. First of
002all, where did this policy come from? The board expresses an expectation that's grounded in community expectations. Those community expectations arose from the work that we did to refresh our strategic framework to better understand community expectations. These student results policy revisions then were based on that community feedback and this policy was then approved and revision state based on that feedback on April 10th, 2023. From there, then we moved on to developing the monitoring report for the revised student result policy 3, which the board heard and determined as reasonable on the March 11th, 2024 board meeting. The data in this monitoring report is from the 2024 2025 school year. Student result policies are based on reasonable progress. They're not based on other factors. And when you think about that, you can think to say given the resources
003available to the district and given outside factors that affect the organization such as mobility, what would a reasonable community member see in terms of reasonable progress on a monitoring report such as this? The board has expressed an expectation. The administrative team across all of our campuses have worked hard to develop and cascade the strategies to the entire district to meet the board's expectations. This is a reminder that this is a presentation from the superintendent, but it really represents the work of classrooms and what I need now times across all of our staff and 15 campuses, including early childhood and adult transition and 4K. And it's important to really realize now too that progress does not equal perfection and that data often comes in different formats. And that's just something to keep in mind as we
004review these data points and advance them to the board for consideration of whether we have made reasonable progress. And so from here, I'm going to turn it over to Dr. Leonard to begin to cover student result policy 3 results. Dr. Leonard. >> Thank you, Dr. Sarin. Hello. I'm Dr. Stephanie Leonard, assistant superintendent for teaching, learning, and equity. The student personal development outcomes have been assessed for the 2425 school year for progress toward gaining the necessary social, emotional, and life skills to be successful in our school community and beyond. Being future focused and skilled and long range goal setting for their education, college careers, and life, and participating in activities and experiences in and out of the classroom that prepare our students to engage and thrive in our diverse community. SR3 is made up of 12
005total board expectations. We've assessed these expectations using the agreed upon progress descriptors keys for the 2425 school year. The administrative team has determined that we have made reasonable progress in 10 expectations and reasonable progress with exceptions noted in two expectations. Considering the preponderance of evidence, the superintendent judges that the school district is making reasonable progress with exceptions noted. It's important to note that the student outcomes were reporting are realized through the established conditions the board has identified in operational expectation 10, the learning environment. The next two slides identify the 10 expectations for which we have made reasonable progress according to the progress descriptors key and the two expectations for which we have made reasonable progress with exceptions noted. I will not be reading these slides aloud to you as my cabinet colleagues will go into
006further detail as we progress through the presentation. I would encourage you to have access to the OE10 monitoring report that is available in diligent to have access to the board expectations. the measures of progress, the 2425 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 SR3 monitoring report. So on this slide you can see the 10 categories for which we are identifying reasonable progress and on the next slide at the top of the slide you can see the two categories for which we've made reasonable progress with exceptions noted and with that I'm going to pass the presentation to Dr. Kurt Mold our director of digital media innovation and strategy to provide an overview of the
007progress descriptors key. Dr. Mold. >> Thanks Dr. Leonard. When the board gets together and rewrites and modifies student results policies, they also determine what reasonable progress looks like. The progress descriptor key clearly identifies the board approved key that highlights the data points and how our data points compare to the expected outcomes that are reported in the students results policy. You can see that there are five categories ranging from baseline to exceeding national norms and expectations throughout the student results policy 3 and the forthcoming student results policy 2 monitoring reports. These descriptor keys as well as the descriptions of each of the reference data points are available to review. These descriptor keys are also used to determine when an expectation has not been met, meaning that it is 5% or more below the board established standard.
008That it is within 5% of the board established standard when it meets or slightly exceeds the board established standard or when it significantly exceeds the board established standard. Again, the board approved the progress descriptor key and this language when it approved the measures for student results policies 2 and three. So, as you are reviewing this presentation and you are reviewing the data points, it's important to reflect back on the progress descriptor keys and the definitions to understand when a result meets expectation. And in the case of the two points on this slide with reasonable progress with exception notice noted when that uh expectation was within 5% of the board established expectation which also shows up as being highlighted in the color yellow. As we transition to the next slide, I'm going to hand this off
009to uh my colleague uh Janet Thomas and BridgetQaric who are going to start to dive into the actual measures themselves. And with that, I will hand this off to them. >> Thank you, Kurt. Um, I will introduce section one of student results policy 3, which states that uh the board res expectation that by focusing on the needs of the whole child through a culture of care, students will gain the necessary social, emotional, and life skills to be successful in our school community and beyond. The first indicator of SR3 section 1 measures students perception of their emotional development. This measure includes two social emotional learning standards related to expressing emotions and working hard. The goal is that 80% or more of students are described as reporting favorably often or almost always having these skills in the
010category of emotional development. This is considered reasonable progress on this indicator given the result of 84% of students responding favorably to these two questions exceeding the 80% goal. The second indicator of SR3 section 1 measures student perception of their social competence. This measure includes four social emotional learning standards related to respecting differences, navigating relationships, managing conflict, and understanding the larger community. The goal is that 80% or more of students are described as reporting favorably, often or almost always having these skills in the category of social competence. This is considered reasonable progress on this indicator given the result of 87% of students responding favorably to these questions exceeding the 80% goal. The third indicator of SR3 section 1 measures major behavioral referrals. The goal is that 80% or more of students have only zero or one
011handbook violations. This is considered reasonable progress on this indicator given the result that 93% of students have zero or one handbook violations exceeding the 80% goal. The last indicator of SR3 section 1 measures out of school suspensions. The goal is that 95% or more of students have no out of school suspensions. This is currently considered reasonable progress with exceptions noted as 93% of students have had no out of school suspension falling just short of meeting the 95% goal. And now Dr. Clarity will talk about SR3 section two. >> Thanks Bridget. I will introduce and explain section two of student results policy 3 along with my colleague Janet Thomas. Section two of student results policy 3 states that the board expectation focusing on the needs of the whole child through a culture of care students will
012be future focused and skilled in long range goal setting for their education, college, careers and life. The first indicator of SR3 section 2 measures the progress of high school students who are demonstrating success in college and career readiness opportunities by earning a B minus or better in courses aligned to college credit or workplace learning. These include start college now early college credit program, dual credit, advanced placement or AP courses and workplace learning. To determine the overall rate, the number of students earning a B minus or higher in each of these course types was combined and then divided by the total number of students enrolled in them. The result shows an increase from 39% in the 2023 24 school year to 56% in the 202425 school year, reflecting notable growth in student proficiency across these college
013and career readiness experiences. The second indicator shows 94% of high school students successfully passed SP30, which is where our students learn academic and career planning skills, exceeding the goal of having 80% or more of students earn a B minus or better. Janet, the last indicator of SR3 section 2 measures students perceptions of their academic self-concept. This measure includes two social emotional learning standards related to goal setting and having the persistence to meet goals. The goal is that 80% or more of students are described as reporting favorably often or almost always having these skills in the category of self-concept. This is considered reasonable progress with exceptions noted on this indicator given the result of 75% of students responding favorably to these questions. As discussed in the board workshop on October 13th, with deeper analysis, we see
014that although 82% of students surveys report often or almost always having persistence to achieve their goals, only eight only only 67% reported setting realistic goals resulting in the 75% on this indicator. This is the indicator and skill that many schools may focus on in order to achieve our 80% district-wide goal across the system. And now I'll pass it back to Dr. Mold. >> Thanks Janet. As you look at uh this next section, uh similar to the description that Dr. Clarity provided, uh we're going to talk about uh high school grade proficiency by department in all courses other than the four core. Uh and in a similar manner, we took all of the uh students that uh completed a class with a grade of a B minus or higher combined then divided to get the total
015number of students or percentage passing in again all courses other than the four core. So this would include uh almost all of the uh entire uh uh set of all of our elective courses. And we have a uh student pass rate with a successful pass rate of a B minus or better of 82 uh% in all of the the non-core classes. Similarly, students that obtained a credit so they uh uh earned a credit in those four core classes. Uh and this includes students that may not have received a B minus or higher. So uh this includes students who uh completed the class with a a C or a D. Uh, in other words, they earned credit at 96% which is a high rate uh of uh credit attainment. And uh jumping back up to the
016top because it takes a little bit longer to explain. Every spring we send out a survey that includes questions that uh were just uh talked about by uh Janet Thomas related to our social emotional learning competencies. And we also send out with that survey uh a series of questions related to uh students perception of the environment safety uh and one of those questions is a sense of belonging and in order to meet the board expectation in this approved measure uh by focusing on the needs of the whole child through a culture of care. Uh one of the measures that the board wanted to see was related to a sense of belonging and our students reported at 81% a sense of belonging uh which meets the definition of reasonable progress. Uh the reasonable progress threshold for
017uh our survey questions uh is uh at 80%. And so uh according to the board approved measure here and uh this question our students uh in grades 3 through 12 uh reported uh a sense of belonging at 81%. Uh as I transition here to Eric Kne to talk about uh some of the activities and experiences out of the classroom. Uh just want to thank you for the time and I will pass this on to Eric. >> Thank you Dr. Mold. When looking at the fourth area of section three extracurricular involvement, this is the percentage of students in grades 6 through 12 who participate in at least one student organization, club, or athletic team during the school year. Data from a study done by the National Center for Educational Statistics show that extracurric extracurricular activities are
018one of the best investments a school can make and help promote achievement, student engagement, and the attitudes and habits that lead to college aspirations and ultimately to success. National benchmarks are difficult to identify, but project play from the Aspen Institute shows that Wisconsin's overall p participation rate in athletics only is 60% with an average participation from all states at 56%. Our baseline data from 23 24 had our participation rates at 59%. Our data from 242 had our participation rates at 61%. Data from our large Dane County school districts indicate a range of participation from athletics and activities of 48% to 75%. Based on our 2% growth over the past year towards a benchmark of 70%, we are making reasonable progress in the area of extracurricular involvement. At this time, I'm going to pass it over
019to my colleague Jamie Rine to talk about participation in community schools sponsored out of time activities. >> Thank you, Eric. Uh the final row here identifies the percentage of students at community school sites that participated in community school sponsored out of schooltime activities. In 2024 25% of students at those sites participated in community school sponsored out of schooltime activities. This percentage was maintained from 2324 which is seen as reasonable progress. I'll turn it back over to Dr. Leonard. >> Thank you, Jamie. Our district is committed to continuous improvement for the 2526 school year. We will focus on the following strategic actions to continuously improve our outcomes related to student personal development in service of living out our district mission, vision, and schoolboard equity statement. We've formed an elementary behavior committee to strengthen the consistency of
020behavioral response across all elementary sites inclusive of restorative practices. We have implemented and will continue to use a revised behavioral matrix at the secondary level. We will continue and deepen the implementation of restorative practices in all schools. We will gather and analyze careholder voice inclusive of students, parents, caregivers, and staff of the current social emotional learning curriculum to help inform future social emotional learning curriculum implementation. We are implementing updated training for PBIS coaches to further integrate our expected behaviors of adult practice that are outlined in our instructional framework. We are engaging our restorative practices coaches in continued training with an external training partner to deepen and grow our practices. We're deepening the implementation of the instructional framework elements one through three rigorous and coherent teaching culture of care and disrupting and equity. And we are
021engaging with our deans and youth advocates across the system through a facilitated collaboration on professional learning days. We are implementing elements four through six of the instructional framework. Culturally responsive learning partnership and multiple means to demonstrate understanding. The athletics and activities department will continue the implementation of our courageous conversations for coaches and adviserss. Continue name, image, and likeness training for all students, staff, and parents caregivers. and fully implement student advisory councils at Sun Prairie East and Sun Prairie West High School for athletics and activities. We are implementing and sustaining culturally relevant and equitydriven out of schooltime programs. And we have recently added high school clubs for our indigenous and M students to foster a sense of belonging and culturally minded leadership in their school community. And with that, I'll turn it back to Dr. Sarin.
022>> Thanks, Dr. Leonard. With respect to student result policy three, student personal development, and considering the resources that the administrative team and the school district has available, the factors that affect our school community, and the direction we've been given as inputs by the board of education, we're submitting this with the preponderance of evidence and judging it that we are making reasonable progress with exceptions noted. We want to finally express our sincere gratitude to every single member of the leadership team who have worked so hard with our teachers, our seas, our instructional assistants, educators across the system and our staff for their remarkable work that's captured in this report. It truly represents the collective efforts of 1300 staff and the work in which we all engage for every child every day. We submit this report on
023behalf of every person who has impacted the results captured in this report. Thank you so much. Take care.