Sun Prairie Area School District Superintendent Brad Saron opened the Board of Education presentation by saying the district was submitting a monitoring report on Operational Expectation 11 (instructional programming) for board and community review. "I'm Brad Saron, superintendent of the Sun Prairie Area School District," he said, and described an agenda of evidence, artifacts and action steps drawn from the 2024'025 school year.

Dr. Stephanie Leonard, assistant superintendent for teaching, learning and equity, told the board the administrative team reviewed OE11 and its supporting evidence and that, "Considering the preponderance of the evidence, the superintendent judges that the school district is in compliance." Leonard said the monitoring report draws on district artifacts, steering-committee work and broad stakeholder input.

Administrators summarized evidence for each numbered component of OE11. Dr. Chai Clarity described OE11.1 and cited curriculum renewal and design-plan documentation and steering-committee records showing vertical alignment and completed cycles as evidence that curricula are rigorous and aligned to district standards. He and other presenters said the district has documented committee processes and artifacts to support coherent, standards-aligned instruction.

Speakers emphasized stakeholder input and curricular responsiveness. Chai Clarity said surveys of parents, students, staff and business-education partners informed programming revisions under OE11.2. Dr. Morgan described OE11.3 evidence (application of equity protocols, Amplify CKLA review templates and expansion of Spanish-English dual-language immersion to kindergarten and first grade) as measures that make programming more culturally responsive.

Dr. Kurt Mould outlined assessment and grading systems for OE11.4, citing the 2024'025 assessment schedule, district benchmarks, state tests, universal screeners, the district grading and reporting handbook, and a data-based decision-making guide that formalizes how assessment data should shape instruction and interventions.

Miss Apodaca described OE11.5 and OE11.6 evidence for multilevel supports and efforts to disrupt inequitable systems, including updates to student support team processes, PBIS fidelity data collected through a tiered fidelity inventory, elementary personalized reading plans aligned to Act 20, equity-based problems of practice, and SP100 continuous improvement cycles.

Rick Miller reviewed OE11.8 (instructional-materials review) and cited policy KLB and procedure KLB-R, policy IFD, and an expanded CKLA modification process. He told the board that "while there were no formal requests for review of instructional materials in the 2024'025 school year," the district has an established review process and has expanded its materials-modification workflow in response to community input.

Mould highlighted OE11.9 on technology and digital citizenship, describing a K'12 digital media and digital citizenship pathway, inclusion of artificial intelligence literacy (piloted in eighth grade), device rollouts and refresh strategies, provision of wireless hotspots and some cell phones to qualifying students experiencing housing instability, and curriculum units intended to develop ethical digital habits.

Leonard also described components on calendar and instructional time, and on periodic attendance-boundary review; she noted the Board retains authority to change boundaries and referenced the district's 02/10/2025 Board meeting documentation on enrollment projections as part of ongoing boundary monitoring.

Looking ahead, Leonard outlined the district's 2025'026 strategic actions: implement additional elements of the instructional framework and a districtwide fidelity tool; involve families in the K/5 math materials review; expand the curriculum renewal and design cycle to eight years (adding assessment, program evaluation and student voice); deepen bilingual/bicultural programming and consistent equity-protocol application; improve assessment, grading and calibration; strengthen intervention alignment in the equitable multilevel systems of support; and expand K
2 digital access and AI literacy.

Saron closed by thanking the leadership collaborative, educators and staff, and submitted the monitoring report to the Board of Education on behalf of district teams. No votes or motions were recorded in the presentation itself; presenters described evidence and next steps rather than seeking a board motion during this segment.