001Hello, this is Brad Sarin, superintendent of the Sun Prairie Area School District. Here with all of my colleagues to present operational expectation 10, learning environment to the board of education and the community at the November 10th board of education meeting for our monitoring report. I'd like to start with the agenda. We'll first go over the operational expectation learning environment 10 overview. We'll move on to the monitoring results for the 2024 2020 and25 school year captured in this monitoring report. We'll review the expectations, the artifacts, and then the ratings we've advanced to the board of education in this monitoring report. Then finally, we'll look at action steps for continuous improvement in this area. I'd like to start with an overview to the operational expectation 10. Starting with where did this policy come from? Remember, the board's
002expectations expressed to our community are grounded in community expectations that were received as a result of the strategic plan refresh. The strategic plan refresh then informed revisions to operational expectations, including operational expectation 10, which was a policy that was revised and presented to the board of education on April 10th, where the board approved the revisions in this operational expectation 10. From there then the administrative team in collaboration with the board started to work on a monitoring report that is to be determined as reasonable. The board then determined that monitoring report as reasonable and approved it on March 11th. The artifacts that are outlined in this monitoring report are all from the 2025 school year. Remember that an operational expectation is based on compliance not result. And that is given the resources that we have available
003and the factors that are affecting our organization would a reasonable community member look at this report and look at it to see compliance or non-compliance. The board has expressed an expectation through operational expectation 10. The entire administrative team has worked very hard to develop the strategies and cascade those strategies to the entire system necessary to meet the board's expectations that are outlined in operational expectation 10. It's important to remember again that this presentation, yes, is coming from the superintendent and my team, but it's a representation of an amazing amount of work that spans classrooms and what I need now times across our 15 campuses and early childhood and our adult transition, off-site placement, and 4K programs. I'd like to end with compliance does not necessarily equal profession perfection. We are always looking to continuous continuously
004improve and even in scenarios where we note that in the middle of the year that something isn't going as we had planned and we are going to com recommmit to continuous improvement through a structure of response in order to get us back to a place of being compliant with the administrative team or with the board's expectation that the entire administrative team is committed to do that. And so from here I'm going to turn it over to Dr. Leonard to review the operational expectation results. Dr. Leonard. >> Thank you, Dr. Sarin. Hello, I'm Dr. Stephanie Leonard, assistant superintendent for teaching, learning, and equity. Operational expectation 10, learning environment, has been monitored and reviewed to ensure the district's learning environments are focused on a culture of care, allowing every student to feel welcomed and able to succeed
005in and out of the classroom, where students, parents, caregivers, and staff are valued and respected. OE10 is comprised of eight expectations. We've monitored these expectations and have included artifacts of compliance to the monitoring report that is submitted to the board. The administrative team has assessed our work and have determined seven of the eight expectations are in compliance and one is in compliance with exceptions noted. Considering the prepoundonderance of evidence, the superintendent judges that the school district is in compliance with exceptions noted. It's important to note that the artifacts and evidence that we're bringing forward set the necessary condition to meet the board's expectations for student result policy 3, student personal development. These next two slides identify the expectations that were in compliance and the expectation that has been monitored and assessed as in compliance with
006exceptions noted. 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 SR3 monitoring report that is available in diligent to 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 on this slide you'll see some of the expectations that were uh noted in compliance and on this slide you'll note the items that were in compliance as well as item 10.8 which was in compliance with exceptions noted. So I'm now going to turn this presentation over to Dr. Sarah Chai Clarity director of secondary
007teaching learning and equity. Dr. Chia Clarity. >> Thanks Dr. Leonard. Component 10.1 is defined by the language, create spaces where the classroom community accepts and supports the development of all students as people that provide a welcoming climate that allows the opportunity for every child to reach their full potential and where learning partnerships thrive. The evidence of compliance entered for this component includes instructional framework practice profiles, specifically evidence within rigorous and coherent teaching, culture of care, and disrupting inequities, which describe the core practices that promote inclusive learning environments and high expectations for every student. are some Prairie Area School District social emotional learning evidence-based practices which ensure that classroom climates foster belonging, support whole child development, and promote positive relationships essential for learning. You learned about some of these practices at the board workshop for OE10
008and SR3 on October 13th. the instructional framework fidelity tool, specifically the environment tab, which captures observation data demonstrating how educators actively create welcoming, safe, and supportive spaces where classroom communities thrive. The administrative team identifies component 10.1 in compliance because the district demonstrates clear and consistent systems that support healthy classroom environments that foster strong learning partnerships and that ensure all students are valued, respected, and positioned for success academically, socially, and emotionally. These collective practices show that every classroom is intentionally designed as a supportive and inclusive community aligned to operational expectation 10.1. I now am passing to my colleagues Dr. Morgan and Mrs. Apadaka to review section two of operational expectation 10. >> Hi everybody. Um, section two of operational expectation 10 states, "We will ensure school communities work together inside and outside the classroom to establish
009positive relationships and connections, emphasize community building, and the development of belonging and acceptance, and define a culture and behaviors for each building that promote positive experiences at school. The instructional framework fidelity tools help us measure whether our district's instructional practices are being implemented with quality and consistency. It's grounded in implementation science which helps us examine how we how well practices are being carried out and supported across schools. When fidelity results show minimum or inconsistent evidence of aligned practices, schools use either the restorative education learning walkthrough tool or the responsive classroom teaching teacher assessment tool. These tools help helps us to look at more closely at classroom culture, relationships, and belonging, ensuring that every site stays grounded in practices that support positive student experiences as outlined in operational expectation 10.2. I'm going to turn it over
010to Jennifer. >> Thanks, Michael. Additional evidence of our compliance with the language of operational expectation 10.2 two is our annual completion of the tiered fidelity inventory and the DPI bullying prevention assessment tool. The tiered fidelity inventory or TFI is a valid, reliable and efficient measure of the extent to which school personnel are applying the core features of positive behavioral interventions and supports otherwise known as PBIS. The TFI is completed by schools annually to support the continuous improvement of their behavioral instructional systems. As you learned during the board workshop on October 13th, an outcome of the district's task force on student behavior and bullying was our annual completion of the Wisconsin DPI bullying prevention assessment tool every October. The results of this assessment are used at the site level to continuously tend to and improve bullying
011prevention efforts. The aggregate results are also used to drive district level bullying prevention improvement actions. Our final artifact of compliance with operational expectation 10.2 is the completion of our annual safety and security dashboard. This dashboard is completed annually and houses key safety and security indicators in one place for annual review and continuous improvement action planning by multiple committees including the district safety and security team. Dashboard data includes information from student surveys, complaints and assessments, safety and security audits, health services indicators, safety related professional development, and district and site level seclusion and restraint incidents. 10.3 section three of operational expectations 10 states we will ensure professional development with a focus on student personal development learning partnerships and a culture of care. Evidence of compliance for this component highlights the professional development provided to support the implementation
012of our social emotional learning and evidence-based practices. This year we are bringing forward evidence of professional learning for welcoming schools, developmental developmental designs, responsive classroom and second step. In addition, our training plans include courageous conversations about race and restorative justice which continue to strengthen the work of our instructional and equity teams at every school site. Beginning in the 20 2024 2025 school year, our district updated its training plan to require all educators to complete the introduction to courageous conversation about race training. All new staff hired uh beginning with the 2024 2025 school year are required to and receive the training as part of their onboarding process. and we are actively working to ensure that all current staff members are also uh trained in that uh in courageous conversation about race training. Jennifer, >> additional evidence
013of compliance with the language of operational expectation 10.3 is our non-violent crisis intervention training plan for all administrators, deans, student services coordinators, student services staff members, special education teachers, related service providers, and special education assistants. Our annual training model teaches participants verbal intervention techniques and deescalation basics as well as non-violent crisis interventions to recognize and respond to everyday crisis situations and maintain positive classroom cultures that reduce the need for deescalation interventions. At this point, I'd like to turn it over to my colleague Rick Miller and Dr. Nick Reichoff. >> Thank you. Component uh OE10.4 Four is defined by the language above, which says that we will put the conditions in place to reduce and minimize the frequency of behaviors on school property by students and adults that disrupt learning or are disrespectful or dangerous to
014staff, including any form of bullying and harassment. The evidence of compliance provided for this component are day one readiness templates for all levels of our system which list the plans that need to be put in place for safe and effective operation of each school prior to day one of the school year. All principles and site leadership teams use these templates to guide their preparation for the school year, including systems to address the frequency of behaviors described in OE 10.4. Four, >> non-violent crisis intervention training plans, which ensure that every school has employees trained in nonverbal deescalation strategies and other strategies to keep students safe when they are disregulated. Safety and security data is organized on a dashboard that was previously mentioned, including data on student perceptions, complaints, risk assessments, safety and security audits, school safety
015drills, training, and seclusion and restraints. This information is analyzed and used to continuously improve our services. The student and family co-curricular handbooks clearly articulate ex uh expectations for students and families and their conduct and are re revised at least annually. Public school works training is a system that we use to train employees on a number of different topics including bloodborne pathogens, employee handbooks, employee wellness, emergency procedures, mandatory reporting of threats of school violence, mandatory reporting of child abuse and neglect. training on title nine protections, supporting students experiencing homelessness and more. Annual new staff training is provided on emergency procedures. Annual investigations training is provided for our site and district leaders. And the example of the CHB bird turnaround plan is provided as an example of how we sometimes intensify supports for schools where data shows
016that supplemental or intensive supports are needed. >> Dr. Reichoff. Thanks, Rick. The administrative team has identified component 10.4 for in compliance because we continue to have strong systems in place as described in the policy language and reflected in the artifacts Rick just went through. We recognize that the schoolboard standard is to put those conditions in place to reduce and minimize the frequency of disruptions to learning. As community members have recently stated in public comments, we know that our community does not expect perfection, but rather appropriate responses to situations, transparency, and continuous improvement. This means while we have conditions in place to reduce and minimize impactful behaviors, no one can guarantee that they will not occur. That would be the case for any school district, but especially a large organization like ours with over 10,000 people
017on our campuses every day. This concept is similar to our experience with CO. The layers of mitigation strategies we put in place did not guarantee that no one would get sick, but instead the strategies were intended to reduce frequency in line with the board and community's expectations. And this is really important. the administrative team. We acknowledge that even one situation can be serious and have an impact on individual students, their families, staff members, and the entire community. When those situations occur, we have an obligation to learn from them and work to improve the organization. So, while no system or strategy is 100% failproof, continuous improvement remains essential. To that end, we are all committed to deepening the conditions in place to further reduce and minimize the frequency of behaviors on school property that disrupt learning
018or are disrespectful or dangerous to staff, including bullying and harassment. While some strategic actions have already been initiated, specific actions will be determined based on feedback from all internal and external investigations and progress toward the goals of the turnaround plan. In addition to the information provided here, operational expectation 4, personnel administration also addresses additional measures taken to support school safety and systems of training for adults who are employees. I'll now pass this to Bridget Cater for 10.5. Component 10.5 is defined by the language. Ensure that appropriate policies and procedures regarding acceptable student behavior are collaboratively developed, age appropriate, appropriately communicated to staff, students, and caregivers, and implemented consistently. The evidence of compliance entered for this component includes our 202425 student and family academic and co-curricular handbooks. These handbooks thoroughly and transparently outline policy and procedures
019regarding acceptable student behavior for students and caregivers. Our handbooks include our SP4K handbook, an elementary handbook, middle school handbook, high school handbook, Sun Prairie virtual school handbook, and co-curricular handbooks for the middle level, grades six, seven, and eight, and high school 9 through 12th grade. Our student and family handbook revision timelines and our secondary behavioral response matrix agendas demonstrate our strategic planning to ensure that adequate time is allocated to allow for collaborative development of both the handbooks and their included behavior matrix at the secondary level. This planning allows us to also consider when and how we will communicate the information contained within the handbooks to both staff, students, and caregivers. The administrative team identifies component 10.5 in compliance because our handbooks are reviewed and revised annually in a proactive and collaborative manner. Administrators from all
020levels were active participants in reviewing current policies and procedures as outlined in the handbooks and offering suggestions when included in the revisions support alignment, clarity, and consistency of implementation. Systems and processes such as timelines and structured agendas have been put in place to ensure that the policies and procedures can be developed through collaborative conversation followed by clear communication with staff, students, and caregivers. Dr. Michael Morgan now will walk us through OE 10.6. >> Thank you, Bridget. OE 10.6 Six continuously works to identify and address systemic inequities in the enforcement of discipline practices. Evidence of compliance with operational excellence 10.6 focuses on how we use data and restorative practice practices to address disproportionality and discipline. Restorative justice practices are now aligned with our secondary behavior matrix to ensure consistent relationship centered responses across schools in our
021system. Each school and department develops a theory of action and a problem of practice based on site level data that is focused on either black students or students with disabilities. These are embedded in SP 100 plans and guide targeted improvement work throughout the year. Principles and associate principles receive ongoing coaching from TLE leaders connecting this work to their professional goals and evaluations. Additional evidence appears in school scorecards, district data systems, and SP 100 slide decks. Together, these efforts demonstrate our commitment to identifying and addressing systemic inequities and ensuring discipline practices that are fair, restorative, and inclusive across all schools. I am turning it back over now to Bridget again. >> Thanks, Michael. Component 10.7 is defined by the language research best practices in school safety. Implement measures to identify potential dangers and create prevention and
022intervention plans for our district's buildings and properties to protect our students and staff against harm. The evidence of compliance entered for this component include first our standard response protocol SRP implementation preparation. A steering committee representing school leaders, district leaders, facilities and grounds, and the Sun Prairie Police Department worked during the 2425 school year to evolve district practices toward the standard response protocol, an allhazards approach to address school safety. This preparation culminated in a training of the leadership collaborative on August 12th, 2025. In addition, this work allowed school principles to facilitate training with school staff during welcome back week 2025. And the standard response protocol training is now incorporated into our weekly human resources kickstart as new employees participate in the onboarding processes. Next, our safety and security dashboard contains measures of school safety, including student
023perception data, annual school safety drill data, and other measures that demonstrate actions are being taken to support safety across the district and all campuses. And finally, our afteraction reports from our active threat drills. In compliance with Act 143, afteraction reports were completed after every active threat drill during the 2024 2025 school year. Each school held an active threat drill in the fall and another in the spring in collaboration with the Sun Prairie Police Department. The administrative team identifies component 10.7 in compliance because not only does our evidence and our school safety efforts meet requirements of state law, they also align with current best practices in school safety. The standard response protocols for crisis response and postcrisis reunification are used in more than 50,000 schools, districts, departments, agencies, organizations, and communities. They are created through the
024research-based best practices of school administrators, psychologists, public safety experts, families, and first responders. Our data collection around various components and afteraction debriefing ensure that we are engaging in continuous improvement in school safety conversations and are planning to protect our students and staff from any type of harm. And Dr. Mold will cover OE 10.8. 8. >> Thank you. OE 10.8 reads that we will appropriately collect, use, and protect confidential student information. Here in Sun Prairie, we run a dynamic and complex data system. We have worked behind the scenes to limit the input and to regularly review access rules. We have also implemented standard protocols for accessing, reviewing, and editing data. All while on a weekly basis, we have new students, new caregivers, and new staff entering and exiting our system. At the same time, we provide
025parents to alter and modify their release of directory information. Despite all of the levels of dynamic inputs and changes in our system, we only had two violations that included the release of student data beyond directory information reported in the school year. Both of those incidents were investigated. Both of those incidents also include future plans for correction and mitigation. On top of this, we also provide annual training required for all staff related to student data privacy. And while not listed on the slide, it's important for our board and our community to know that the technology department runs regular simulations to assess the knowledge and skill of our staff to identify threats and to put ongoing dynamic training in place for staff that do not live up to the expectation of safeguarding our student data. With that,
026I'm turning this over to Dr. Leonard. >> Thank you, Dr. Mold. Our district is committed to continuous improvement for the 2526 school year. We will focus on strategic actions to continuously improve our learning environments in service of living out our district mission, vision, and schoolboard equity statement. While we have annual notices, required staff priv privacy training, and caregiver directory information set in place, we've had two incidents that were reported for 10.8. In order to improve our performance in 2526, we will prioritize reinforcing privacy training and procedures with all staff and reviewing incident response steps to provide additional staff training to prevent recurrence. We will continue to support and monitor the CHB bird turnaround plan. We will deepen the conditions in place to reduce and minimize the frequency of behaviors on school property by students and
027adults that disrupt learning or are disrespectful or dangerous to staff, including any form of bullying and harassment. Our specific actions will be determined based on feedback from any investigations internal or external that have been conducted and findings from our progress toward the goals of the turnaround plan. And with that, I turn it back to Dr. Sarin. Brad, >> thank you, Dr. Leonard. We submit on behalf of the administrative team in the school district operational expectation 10 learning environment to the board of education as in compliance with exceptions noted. This is based on a prepoundonderance of the evidence captured in the artifacts advanced for the board's consideration for compliance with its operational expectation and in consideration of all of the resources that the administrative team and the district has available the external factors that affect our
028school community and the directions that the board has given us relative to operational expectation 10. And just like in SR3, we'd like to end by expressing our gratitude toward the leadership collaborative and every single person, including our teachers, our seas, our instructional assistants, our educators across the system, and all of our staff for the work that went in to this report. It really represents the collective efforts of 1300 staff members working hard to engage with our students to meet the board's expectations. We submit this on behalf of every person who's impacted the compliance and the results that are captured in this monitoring report. Thank you and take care.