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Sun Prairie Area School District
2005-2006
Monitoring Reports
Working together to provide the best
education for every student by building a
community of learners.
July 2006
Our mission: To maximize each student’s learning by:
Partnering with parents, community & businesses;
Implementing high quality, focused curriculum addressing essential learning;
Ensuring best practices in instruction & assessment;
Using data to drive instructional decision-making;
Recognizing and meeting the unique needs of individuals;
Inspiring lifelong learning for all students and staff; and
Supporting collaborative learning teams.
Table of Contents
Chapter District Priority Goal(s)
1 Improve reading achievement
2 Improve mathematics achievement
3 Implement service delivery models that promote the goals adopted in the Special Education
Strategic Plan.
4 Ensure adequate classrooms to meet the needs of the growing student population without
compromising existing levels of programs and services.
5 Increase every staff member’s knowledge and skills of cultural competence and differentiated
instruction in order to improve student learning in our increasingly diverse community.
6 Increase students’ sense of connectedness to their schools.
Chapter Topic Area or Request from the School Board
7 Technology
8 Alternative Education
(Added 3-28-05 by Board directive)
9 Resources above state and local aid
(Required by Board Procedure KH-R)
10 Substitute Usage
(Added by Board directive 2001-2002)
11 Staff Development
(Added 3-28-05 by Board directive)
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Chapter 1
Report prepared by: Evelyn Smojver
School Board Priority Goal 1: Improve Reading Achievement
DISTRICT-WIDE READING TARGET INDICATORS
03/04 04/05 05/06
Goal 1: Improve Reading Achievement Result Result Result
Elementary School Level
1E1 90% of students in K-2nd meet or exceed the end of grade reading benchmarks K – NA
1st – 345/403 86%
K – 253/416 61%
1st – 375/438 86%
K – 332/462 72%
1st – 390/432 90%
as measured by running records (K= 4, 1st = 16; 2nd = 24) 2nd – 327/393 83% 2nd – 317/394 80% 2nd – 376/459 82%
Overall - NA Overall – 76% Overall – 81%
1E2 90% or more of Sun Prairie 3rd grade FAY students are “proficient” or “advanced”
readers as measured by the Wisconsin Knowledge and Concepts Exam (WKCE) 90.9% 91.2% 89%
(WRCT) (WRCT)
and the mean scale score for reading increases from the previous year. 468.5
(WRCT prior to 2005-06, no scale score)
1E3 90% or more of Sun Prairie 4th grade FAY students are “proficient” or “advanced”
87%
readers as measured by the Wisconsin Knowledge and Concepts Exam (WKCE) 84% 85%
487.0
and the mean scale score for reading increases from the previous year.
1E4 90% or more of Sun Prairie 5th grade FAY students are “proficient” or “advanced”
88%
readers as measured by the Wisconsin Knowledge and Concepts Exam (WKCE) NA NA
493.7
and the mean scale score for reading increases from the previous year.
1E5 The overall percentage 2nd – 5th grade students who are “proficient” or NE - 89%
NE - 88% NE – 92%
“advanced” readers as measured by MAP is 10% or less when comparing FAY E - 63%
E - 69% E – 71%
economically disadvantaged students and FAY non-economically disadvantaged -26% -19% -21%
(Gr 2,3,5)
students. Improvement = reduction.
1E6 The overall percentage 2nd – 5th grade students who are “proficient” or W – 88%
W – 90% W – 89%
B – 52%
“advanced” readers as measured by MAP is 10% or less when comparing FAY B – 62% B – 67%
-36% -28% -22%
Black students and FAY White students. Improvement = reduction. (Gr 2,3,5)
Chapter 1 (Reading) 3
1E7 The overall percentage 2nd – 5th grade students who are “proficient” or ND – 88%
ND – 89% ND – 90%
D – 44%
“advanced” readers as measured by MAP is 10% or less when comparing FAY D – 57% D – 65%
-44% -32% -25%
disabled students and FAY non-disabled students. Improvement = reduction. (Gr 2,3,5)
1E8 78% or more of 2nd grade students meet the fall to spring growth target in
83% 81% 89%
reading as measured by the Measures of Academic Progress (MAP)
1E9 70% or more of 3rd grade students meet the spring to spring growth target in 76% 80% 70%
reading as measured by the Measures of Academic Progress (MAP) (fall to spring) (fall to spring) (spring to spring)
1E10 70% or more of 4th grade students meet the spring to spring growth target in 80% 70%
NA
reading as measured by the Measures of Academic Progress (MAP) (fall to spring) (spring to spring)
1E11 70% or more of 5th grade students meet the spring to spring growth target in 74% 80% 70%
reading as measured by the Measures of Academic Progress (MAP) (fall to spring) (fall to spring) (spring to spring)
Middle School Level
90% or more of Sun Prairie 6th grade FAY students are “proficient” or
1M1 “advanced” readers as measured by the Wisconsin Knowledge and Concepts 83%
NA NA
Exam (WKCE) and the mean scale score for reading increases from the 505.7
previous year. (2005-06 Baseline)
1M2 90% or more of Sun Prairie 7th grade FAY students are “proficient” or
“advanced” readers as measured by the Wisconsin Knowledge and Concepts 90%
NA NA
Exam (WKCE) and the mean scale score for reading increases from the 521.3
previous year. (2005-06 Baseline)
1M3 90% or more of Sun Prairie 8th grade FAY students are “proficient” or “advanced”
90%
readers as measured by the Wisconsin Knowledge and Concepts Exam (WKCE) 85% 89%
532.3
and the mean scale score for reading increases from the previous year.
1M4 The overall percentage 6th – 8th grade students who are “proficient” or
NE – 82% NE – 83% NE – 91%
“advanced” readers as measured the Wisconsin Knowledge and Concepts Exam E – 57% E – 54% E – 70%
(WKCE) is 10% or less when comparing FAY economically disadvantaged -25% -29% -21%
students and FAY non-economically disadvantaged students. (MAP 6) (MAP 6,7)
Improvement = reduction. (MAP prior to 2005-06)
1M5 The overall percentage 6th – 8th grade students who are “proficient” or W – 81% W – 82% W – 90%
“advanced” readers as measured by the Wisconsin Knowledge and Concepts B – 38% B – 47% B – 69%
Exam (WKCE) is 10% or less when comparing FAY Black students and FAY -43% -35% -21%
White students. Improvement = reduction. (MAP prior to 2005-06) (MAP 6) (MAP 6,7)
Chapter 1 (Reading) 4
1M6 The overall percentage 6th – 8th grade students who are “proficient” or
ND – 81% ND – 85% ND – 95%
“advanced” readers as measured by the Wisconsin Knowledge and Concepts D –37% D – 22% D – 37%
Exam (WKCE) is 10% or less when comparing FAY non-disabled students and -44% -63% -58%
FAY disabled students. Improvement = reduction. (MAP prior to 2005-06) (MAP 6) (MAP 6,7)
1M7 70% or more of 6th grade students meet the spring to spring growth target in
reading as measured by the Measures of Academic Progress (MAP) 73% 75% 70%
(fall to spring) (fall to spring) (spring to spring)
1M8 70% or more of 7th grade students meet the spring to spring growth target in
reading as measured by the Measures of Academic Progress (MAP) NA 76% 74%
(fall to spring) (spring to spring)
1M9 70% or more of 8th grade students meet the spring to spring growth target in
reading as measured by the Measures of Academic Progress (MAP) NA NA 71%
(spring to spring)
High School Level
90% or more of Sun Prairie 10th grade FAY students are “proficient” or
“advanced” readers as measured by the Wisconsin Knowledge and Concepts 86%
1H1 75% 70%
Exam (WKCE) and the mean scale score for reading increases from the 554.6
previous year.
1H2 The overall percentage 10th grade students who are “proficient” or “advanced”
readers as measured the Wisconsin Knowledge and Concepts Exam (WKCE) is NE – 78% NE – 72 % NE – 90%
10% or less when comparing FAY economically disadvantaged students and E – 58% E – 53% E – 60%
FAY non-economically disadvantaged students. -20% -19% -30%
Improvement = reduction.
1H3 The overall percentage 10th grade students who are “proficient” or “advanced”
W – 79% W – 74% W – 90%
readers as measured by the Wisconsin Knowledge and Concepts Exam (WKCE) B – 35% B – 30% B – 40%
is 10% or less when comparing FAY Black students and FAY White students. -44% -44% -50%
Improvement = reduction. )
1H4 The overall percentage 10th grade students who are “proficient” or “advanced”
ND – 83% ND – 73% ND – 94%
readers as measured by the Wisconsin Knowledge and Concepts Exam (WKCE) D – 26% D – 30% D – 26%
is 10% or less when comparing FAY non-disabled students and FAY disabled -57% -43% -68%
students. Improvement = reduction.
Chapter 1 (Reading) 5
1H5 90% of 9th grade students score proficient or advanced on the „Literal
Understanding‟ component of the 2nd semester district reading indicator given in 52% 69% 74%
“Exploring English‟ classes. (Score of 3 or higher)
1H6 0 students are required to take the reading competency course for failing to pass
the WKCE or MAP reading assessment.
This value does not include students’ w/disabilities or English Language NA NA 7
Learners who are allowed accommodations to meet the requirement in
alternative ways.
ELEMENTARY SCHOOL-BASED READING TARGET INDICATORS: 2005-2006
CHB ES HZ NS RO WS
S1. Elementary Goal 1: Improve Reading
Achievement
S1E1 90% of students in K-2nd meet or exceed the end of K – 45/74 61% K – 63/93 68% K – 70/76 92% K – 67/79 85% K – 54/72 75% K – 33/78 42%
1st – 64/69 93% 1st – 99/102 97% 1st – 27/29 93% 1st – 78/83 94% 1st – 67/79 85% 1st – 55/64 86%
grade reading benchmarks as measured in running 2nd – 68/85 80% 2nd – 83/86 97% 2nd – 35/43 81% 2nd –73/85 86% 2nd - 73/85 86% 2nd – 50/72 69%
records (K= 4, 1st = 16; 2nd = 24) Overall -78% Overall- 87% Overall- 89% Overall-87% Overall- 82% Overall-64%
S1E2 90% or more of the school‟s 3rd -5th grade FAY
students are “proficient” or “advanced” readers as
85% 95% 87% 85% 94% 83%
measured by the Wisconsin Knowledge and Concepts
1433.9 1476.0 1449.3 1432.7 1479.7 1416.6
Exam (WKCE) and the combined mean scale score
for reading increases from the previous year.
S1E3 Based on the percentage of reading proficiency as
measured on the 5th grade WKCE, a school ranks in
6 2 5 8 3 10
the top three in comparison with ten demographically
similar schools.
S1E4 The overall percentage 2nd – 5th grade students who
are “proficient” or “advanced” readers as measured by NE – 96% NE – 88% NE – 85%
NE – 92% NE – 89% NE – 94%
MAP is 10% or less when comparing FAY E—51% E—90% E-- * E – 61% E– * E – 74%
economically disadvantaged students and FAY non- -41% -6% -28% -11%
economically disadvantaged students. Improvement =
reduction. increase decrease NA increase NA decrease
✴ – Group size less than 20 students
Chapter 1 (Reading) 6
S1E5 The overall percentage 2nd – 5th grade students who
W – 86% W – 96% W – 87% W – 93% W – 83%
are “proficient” or “advanced” readers as measured by B – 59% B– * B– *
W – 82%
B– * B – 69%
B– *
MAP is 10% or less when comparing FAY Black -27% -14%
students and FAY White students. Improvement =
NA NA NA NA
reduction. ✴ – Group size less than 20 students. decrease decrease
S1E6 The overall percentage 2nd – 5th grade students who
are “proficient” or “advanced” readers as measured by ND – 88% ND – 96% ND – 92% ND – 84% ND – 95% ND – 81%
D – 63% D – 95% D– * D – 48% D– * D – 76%
MAP is 10% or less when comparing FAY disabled -25% -1% -36% -5%
students and FAY non-disabled students.
Improvement = reduction. decrease decrease NA increase NA decrease
✴ – Group size less than 20 students.
S1E7 78% or more of 2nd grade students meet the fall to
spring growth target in reading as measured by the 89% 97% 82% 91% 85% 84%
Measures of Academic Progress (MAP)
S1E8 70% or more of 3rd grade students meet the spring to
spring growth target in reading as measured by the 65% 58% 78% 68% 85% 71%
Measures of Academic Progress (MAP)
S1E9 70% or more of 4th grade students meet the spring to
spring growth target in reading as measured by the 67% 63% 72% 65% 86% 66%
Measures of Academic Progress (MAP)
S1E10 70% or more of 5th grade students meet the spring to
spring growth target in reading as measured by the 76% 76% 64% 61% 70% 66%
Measures of Academic Progress (MAP)
MIDDLE LEVEL SCHOOL-BASED READING TARGET INDICATORS: 2005-2006
PMMS PVMS
S1. Middle School Goal 1: Improve Reading Achievement
S1M1 90% or more of the school‟s 6th – 8th grade FAY students are “proficient” or “advanced” 89% 88%
readers as measured by the Wisconsin Knowledge and Concepts Exam (WKCE) and the 1559.9 1560.8
combined mean scale score for reading increases from the previous year. (base year) (base year)
S1M2 Based on the percentage of reading proficiency as measured on the 8th grade WKCE, a
7 6
school ranks in the top three in comparison with ten demographically similar schools.
Chapter 1 (Reading) 7
S1M3 The overall percentage 6th – 8th grade students who are “proficient” or “advanced” readers as NE – 93% NE – 90%
measured by the WKCE is 10% or less when comparing FAY economically disadvantaged E – 67% E – 74%
students and FAY non-economically disadvantaged students. Improvement = reduction. -26% -24%
S1M4 The overall percentage 6th – 8th grade students who are “proficient” or “advanced” readers as W – 90% W – 91%
measured by the WKCE is 10% or less when comparing FAY Black students and FAY White B – 70% B – 76%
students. Improvement = reduction. -20% -15%
S1M5 The overall percentage 6th – 8th grade students who are “proficient” or “advanced” readers as ND – 96% ND – 94%
measured by the WKCE is 10% or less when comparing FAY non-disabled students and FAY D – 35% D – 55%
disabled students. Improvement = reduction. -61% -39%
S1M6 70% or more of 6th grade students meet the spring to spring growth target in reading as
69% 71%
measured by the Measures of Academic Progress (MAP)
S1M7 70% or more of 7th grade students meet the spring to spring growth target in reading as
76% 72%
measured by the Measures of Academic Progress (MAP)
S1M8 70% or more of 8th grade students meet the spring to spring growth target in reading as
68% 74%
measured by the Measures of Academic Progress (MAP)
HIGH SCHOOL-BASED READING TARGET INDICATORS: 2005-2006
SPHS
S1. High School Goal 1: Improve Reading Achievement
* = Group size less than 20 students
S1H1 90% or more of Sun Prairie 10th grade FAY students are “proficient” or “advanced” readers as 86%
measured by the WKCE and the mean scale score for reading increases from the previous year. 555.1
S1H2 Based on the percentage of reading proficiency as measured on the 10th grade WKCE, a school
3
ranks in the top three in comparison with ten demographically similar schools.
S1H3 The overall percentage 10th grade students who are “proficient” or “advanced” readers as measured NE – 90%
by the WKCE is 10% or less when comparing FAY economically disadvantaged students and FAY E – 60%
non-economically disadvantaged students. Improvement = reduction. -30%
S1H4 The overall percentage 10th grade students who are “proficient” or “advanced” readers as measured W – 91%
by the WKCE is 10% or less when comparing FAY Black students and FAY White students. B – 40%
Improvement = reduction. -50%
S1H5 The overall percentage 10th grade students who are “proficient” or “advanced” readers as measured ND – 94%
by the WKCE is 10% or less when comparing FAY non-disabled students and FAY disabled D – 26%
students. Improvement = reduction. -68%
Chapter 1 (Reading) 8
S1H6 90% of 9th grade students score proficient or advanced on the „Literal Understanding‟ component of
74%
the 2nd semester district reading indicator given in Exploring English.
S1H7 Any difference between Black students and White students who score proficient or advanced on the W – 245/323 76%
„Literal Understanding‟ component of the 2nd semester district reading indicator given in Exploring B – 17/31 55%
English is < 11% -21%
S1H8 0 students are required to take the reading competency course for failing to pass the WKCE or MAP
reading assessment.
7
This value does not include students’ w/disabilities or English Language Learners who are allowed
accommodations to meet the requirement in alternative ways.
Narrative Analysis of Indicators for Goal 1
The School Board and Administration have initiated, implemented and/or supported plans to improve reading achievement in the
Sun Prairie Area School District.
1. Smaller class sizes – Primary grades; all schools
2. SAGE Program – C.H. Bird and Westside
3. Approval of Comprehensive Assessment Plan which includes Measures of Academic Progress (MAP) to provide additional
diagnostic information
4. Increase in FTE Reading Resource – 1.0 FTE in all schools
5. Additional 1.0 FTE Reading Staff – High School; 2006-2007 3.0 FTE
6. READ 180 Program as intervention for both middle schools
7. READ 180 Program intervention for Northside, Westside and C. H. Bird
8. Additional staffing for the Title I support
9. Implementation of Reading Improvement Plans (K-2, 3-5, 6-8, 9-12, K-8 Special Education & 9-12 Special Education)
District-wide Reading Target Indicators show some evidence of success by grade level or demographic groups.
1. 90% of 7th grade FAY (full academic year) students are proficient or advanced readers as measured by WKCE.
90% of 8th grade FAY students are proficient or advanced readers as measured by WKCE.
While the 90% target was not met for Grade 10 students, the increase from 70% (fall 2004) to 86% (fall 2005) students
scoring proficient and advanced is significant.
2. The district has set a goal that 78% of the students in Grade 2 and 70% of the students in grades 3-8 will meet or exceed
spring growth target on MAP. These growth targets, established by national norms, are set so only 50% of the students will
meet them. By setting higher expectations, we are expecting our students to grow academically at a higher rate, resulting in
Chapter 1 (Reading) 9
students with higher levels of knowledge and skills. This model of higher expectations and targets mimics similar processes
used in other high performing districts across the nation.
a) Grade 2 exceeded the growth target of 78% (fall to spring growth).
b) Grades 3-5 met the growth target of 70% (spring to spring growth).
c) Grades 6-8 met or exceeded the growth target of 70% (spring to spring growth).
3. The targeted gap between various demographic groups should be 10% or less. Current gaps, although greater than this
10% target, have been reduced and show positive trends in Reading Achievement.
a) When comparing FAY economically disadvantaged students to FAY non-economically disadvantaged students –
decrease of 8% at middle level.
b) When comparing FAY Black students to FAY White students – decrease of 6% at elementary and 14% at middle level.
c) When comparing FAY disabled students to FAY non-disabled students – decrease of 7% at elementary.
4. Elementary schools meeting the growth target in Reading as measured by MAP:
C.H. Bird – grades 2, 5
Eastside – grades 2, 5
Horizon – grades 2, 3, 4
Northside – grade 2
Royal Oaks – grades 2, 3, 4, 5
Westside – grades 2, 3
Middle schools meeting the growth target in Reading as measured by MAP:
Patrick Marsh – grade 7
Prairie View – grades 6, 7, 8
5. When comparing 6th & 7th grade FAY Black students and FAY White students, the difference in overall percentage of
students who are proficient or advanced readers as measured by MAP has decreased by 18%.
6. Two of the elementary schools ranked in the top three when compared with ten demographically similar schools. Sun
Prairie High School ranked third when compared with ten demographically similar schools.
Additional study of the data identifies areas of concern.
1. 19% of grades K-2 students did not meet the spring reading benchmarks as determined by running records.
Chapter 1 (Reading) 10
2. The „gap‟ when comparing the spring growth targets for students in grades 2-5 as measured by MAP is identified at 21%
when comparing FAY economically disadvantaged students to FAY non-economically disadvantaged students.
3. When comparing 6th-8th grade FAY disabled students to FAY non-disabled students, the „gap‟ as measured by MAP remains
high at 58%.
4. The „gap‟ when comparing 10th grade FAY economically disadvantaged students to FAY non-economically disadvantaged
students is 30%.
5. The „gap‟ when comparing 10th grade FAY Black students to FAY White students as measured by the WKCE is 50%.
6. The „gap‟ when comparing 10th grade FAY disabled students and FAY non-disabled students as measured by the WKCE is
58%.
7. Both middle schools ranked in the lower half when compared with ten demographically similar schools.
Future Directions and Recommendations for Goal 1
Revisions and updates to the Reading Review Cycle and Improvement Plans will be discussed as part of the School Board Work-
Study session on Reading in August. This will be our focus.
Grades K-8
1. Monitoring of Reading Action Plans (K-2, 3-5, 6-8) focusing on continued improvement and strategies of intervention
2. Monitoring of Grades K-8 Special Education Action Plan in Reading, including progress monitoring and direct instruction
Grades 9-12
1. Increased learning opportunities through implementation of Reading courses
2. Definition and communication of the expectation for ALL teachers to be teachers of reading
3. Implementation of plan requiring staff development over the next three years to support reading
4. Monitoring of Grades 9-12 Reading Action Plan
5. Implementation of Grades 9-12 Special Education Plan in Reading
Chapter 1 (Reading) 11
Chapter 2
Report prepared by: Evelyn Smojver
School Board Priority Goal 2: Improve Mathematics Achievement
DISTRICT-WIDE MATHEMATICS TARGET INDICATORS
03/04 04/05 05/06
Goal 2: Improve Math Achievement Result Result Result
Elementary School Level
2E1 90% or more of Sun Prairie 3rd grade FAY students are “proficient” or “advanced” in
79%
mathematics as measured by the Wisconsin Knowledge and Concepts Exam (WKCE) NA NA
447.9
and the mean scale score for math increases from the previous year.
2E2 90% or more of Sun Prairie 4th grade FAY students are “proficient” or “advanced” in
79%
mathematics as measured by the Wisconsin Knowledge and Concepts Exam (WKCE) 80% 77%
472.9
and the mean scale score for math increases from the previous year.
2E3 90% or more of Sun Prairie 5th grade FAY students are “proficient” or “advanced” in
81%
mathematics as measured by the Wisconsin Knowledge and Concepts Exam (WKCE) NA NA
492.2
and the mean scale score for math increases from the previous year.
2E4 The overall percentage 2nd – 5th grade students who are “proficient” or “advanced” in NE – 89%
NE – 85% NE – 92%
math as measured by MAP is 10% or less when comparing FAY economically E – 63%
E – 72% E – 71%
disadvantaged students and FAY non-economically disadvantaged students. -26% -13% -21%
(Gr. 2,3,5)
Improvement = reduction.
2E5 The overall percentage 2nd – 5th grade students who are “proficient” or “advanced” in W – 88% W – 87% W – 89%
math as measured by MAP is 10% or less when comparing FAY Black students and B – 52% B – 64% B – 58%
FAY White students. Improvement = reduction. -36% -23% -31%
(Gr. 2,3,5)
2E6 The overall percentage 2nd – 5th grade students who are “proficient” or “advanced” in ND – 88%
ND – 87% ND – 92%
math as measured by MAP is 10% or less when comparing FAY disabled students D – 44%
D – 55% D – 58%
and FAY non-disabled students. Improvement = reduction. -44% -32% -34%
(Gr. 2,3,5)
Chapter 2 (Mathematics) 12
2E7 78% or more of 2nd grade students meet the fall to spring growth target in
84% 73% 84%
mathematics as measured by the Measures of Academic Progress (MAP)
2E8 70% or more of 3rd grade students meet the spring to spring growth target in 75% 81% 68%
mathematics as measured by the Measures of Academic Progress (MAP) (fall to spring) (fall to spring) (spring to spring)
2E9 70% or more of 4th grade students meet the spring to spring growth target in 74% 66%
NA
mathematics as measured by the Measures of Academic Progress (MAP) (fall to spring) (spring to spring)
E10 70% or more of 5th grade students meet the spring to spring growth target in 68% 76% 74%
mathematics as measured by the Measures of Academic Progress (MAP) (fall to spring) (fall to spring) (spring to spring)
Middle School Level
2M1 90% or more of Sun Prairie 6th grade FAY students are “proficient” or “advanced” in
mathematics as measured by the Wisconsin Knowledge and Concepts Exam (WKCE)
81%
and the mean scale score for math increases from the previous year. (2005-06 NA NA
513.6
Baseline)
2M2 90% or more of Sun Prairie 7th grade FAY students are “proficient” or “advanced” in
mathematics as measured by the Wisconsin Knowledge and Concepts Exam (WKCE)
83%
and the mean scale score for math increases from the previous year. (2005-06 NA NA
537.1
Baseline)
2M3 90% or more of Sun Prairie 8th grade FAY students are “proficient” or “advanced” in
mathematics as measured by the Wisconsin Knowledge and Concepts Exam (WKCE)
79%
and the mean scale score for math increases from the previous year. (2005-06 72% 84%
545.9
Baseline)
2M4 The overall percentage 6th – 8th grade students who are “proficient” or “advanced” in
NE – 82% NE – 86% NE – 85%
math as measured by the Wisconsin Knowledge and Concepts Exam (WKCE) is 10% E – 57% E – 57% E – 62%
or less when comparing FAY economically disadvantaged students and FAY non- -25% -29% -23%
economically disadvantaged students. Improvement = reduction. (MAP 6) (MAP 6,7) (WKCE)
2M5 The overall percentage 6th – 8th grade students who are “proficient” or “advanced” in
W – 81% W – 86% W – 85%
math as measured by the Wisconsin Knowledge and Concepts Exam (WKCE) is 10% B – 38% B – 49% B – 45%
or less when comparing FAY Black students and FAY White students. -43% -37% -40%
Improvement = reduction. (MAP 6) (MAP 6,7) (WKCE)
Chapter 2 (Mathematics) 13
2M6 The overall percentage 6th – 8th grade students who are “proficient” or “advanced” in
ND – 81% ND – 87% ND – 88%
math as measured by the Wisconsin Knowledge and Concepts Exam (WKCE) is 10% D – 37% D – 30% D – 24%
or less when comparing FAY non-disabled students and FAY disabled students. -44% -57% -64%
Improvement = reduction. (MAP 6) (MAP 6,7) (WKCE)
2M7 70% or more of 6th grade students meet the spring to spring growth target in
mathematics as measured by the Measures of Academic Progress (MAP) 68% 70% 62%
(fall to spring) (fall to spring) (spring to spring)
2M8 70% or more of 7th grade students meet the spring to spring growth target in
mathematics as measured by the Measures of Academic Progress (MAP) NA 72% 70%
(fall to spring) (spring to spring)
2M9 70% or more of 8th grade students meet the spring to spring growth target in
mathematics as measured by the Measures of Academic Progress (MAP) NA NA 71%
2M10 50% of 7th grade students meet the criteria to take Algebra in 8th grade. # Alg. – 63 # Alg. – 91 # Alg. – 117
# 7th Gr. – 401 # 7th Gr. – 403 # 7th Gr. – 428
16% 23% 27%
High School Level
2H1 90% or more of Sun Prairie 10th grade FAY students are “proficient” or “advanced” in
84%
mathematics as measured by the Wisconsin Knowledge and Concepts Exam (WKCE) 77% 71%
577.7
and the mean scale score for math increases from the previous year.
2H2 The overall percentage 10th grade students who are “proficient” or “advanced” in
NE – 79% NE – 73% NE – 88%
math as measured by the Wisconsin Knowledge and Concepts Exam (WKCE) is 10% E – 58% E – 56% E – 55%
or less when comparing FAY economically disadvantaged students and FAY non- -21% -17% -30%
economically disadvantaged students. Improvement = reduction.
2H3 The overall percentage 10th grade students who are “proficient” or “advanced” in
W – 79% W – 75% W – 88%
math as measured by the Wisconsin Knowledge and Concepts Exam (WKCE) is 10% B – 34% B – 34% B – 40%
or less when comparing FAY Black students and FAY White students. -45% -41% -48%
Improvement = reduction.
2H4 The overall percentage 10th grade students who are “proficient” or “advanced” in
ND – 84% ND – 79% ND – 91%
math as measured by the Wisconsin Knowledge and Concepts Exam (WKCE) is 10% D – 29% D – 34% D – 29%
or less when comparing FAY non-disabled students and FAY disabled students. -55% -45% -62%
Improvement = reduction.
Chapter 2 (Mathematics) 14
2H5 0 high school students are required to take the math competency course for failing to
pass the WKCE or MAP math assessment.
NA NA 5
This value does not include students’ w/disabilities or English Language Learners who
are allowed accommodations to meet the requirement in alternative ways.
2H6 90% of graduates have earned credits in Algebra and Geometry (or higher) # – 280 # – 265 # – 296
Grads–386 Grads–354 Grads–375
72.5% 74.9% 78.9%
ELEMENTARY SCHOOL-BASED MATH TARGET INDICATORS: 2005-2006
CHB ES HZ NS RO WS
S2. Elementary Goal 2: Improve Math
Achievement
S2E1 90% or more of the school‟s 3rd – 5th grade FAY students are
“proficient” or “advanced” in mathematics as measured by the 72% 93% 77% 73% 92% 67%
WKCE and the combined average scale score for math 1388.9 1464.9 1395.5 1396.8 1450.6 1366.1
increases from the previous year. (2005-06 Baseline)
S2E2 Based on the percentage of MATH proficiency as measured on
the 5th grade WKCE, a school ranks in the top three in 9 1 9 9 7 5
comparison with ten demographically similar schools.
S2E3 The overall percentage of the school‟s 2nd – 5th grade students NE – 91% NE – 98% NE – 88% NE – 89% NE – 95% NE – 88%
who are “proficient” or “advanced” in math as measured by MAP E – 47% E – 94% E– * E – 78% E – 76% E – 71%
is 10% or less when comparing FAY economically disadvantaged -44% -4% -11% -19% -17%
students and FAY non-economically disadvantaged students.
increase decrease NA decrease increase increase
Improvement = reduction.
S2E4 The overall percentage 2nd– 5th grade students who are
“proficient” or “advanced” in math as measured by MAP is 10% W – 90% W – 97% W – 89% W – 89% W – 95% W – 65%
B – 48% B– * B– * B–* B– * B – 60%
or less when comparing FAY Black students and FAY White
-42% -5%
students. Improvement = reduction. ✴ – Group size less than 20 increase NA NA NA NA decrease
students.
Chapter 2 (Mathematics) 15
S2E5 The overall percentage 2nd– 5th grade students who are ND – 89% ND – 98% ND – 92% ND – 89% ND – 97% ND – 85%
D – 33% D – 87% D– * D – 71% D – 62% D – 35%
“proficient” or “advanced” in math as measured by MAP is 10%
-56% -11% -18% -35% -50%
or less when comparing FAY disabled students and FAY non-
disabled students. Improvement = reduction. NA
increase same decrease decrease increase
nd
S2E6 78% or more of 2 grade students meet the fall to spring growth
target in mathematics as measured by the Measures of 83% 98% 75% 85% 78% 79%
Academic Progress (MAP)
S2E7 70% or more of 3rd grade students meet the spring to spring
growth target in mathematics as measured by the Measures of 48% 68% 66% 67% 84% 72%
Academic Progress (MAP)
S2E8 70% or more of 4th grade students meet the spring to spring
growth target in mathematics as measured by the Measures of 68% 58% 67% 69% 73% 59%
Academic Progress (MAP)
S2E9 70% or more of 5th grade students meet the spring to spring
growth target in mathematics as measured by the Measures of 71% 85% 72% 73% 77% 60%
Academic Progress (MAP)
S2E10 25% or more of 5TH grade FAY students are rated “advanced” in 13% 33% 21% 23% 33% 15%
mathematics as measured by the Measures of Academic
Progress (MAP) 8/61 23/70 7/33 11/48 23/80 8/52
MIDDLE LEVEL SCHOOL-BASED MATH TARGET INDICATORS: 2005-2006
PMMS PVMS
S2. Middle School Goal 2: Improve Math Achievement
* = Group size less than 20 students
S2M1 90% or more of Sun Prairie 6th – 8th grade FAY students are “proficient” or “advanced” in
81% 82%
mathematics as measured by the WKCE and the combined mean scale score for math
1597.5 1599.2
increases from the previous year. (2005-06 Baseline)
S2M2 Based on the percentage of MATH proficiency as measured on the 8th grade WKCE, a
10 8
school ranks in the top three in comparison with ten demographically similar schools.
Chapter 2 (Mathematics) 16
S2M3 The overall percentage 6th – 8th grade students who are “proficient” or “advanced” in math
NE – 85% NE – 85%
as measured by WKCE is 10% or less when comparing FAY economically disadvantaged E – 61% E – 61%
students and FAY non-economically disadvantaged students. Improvement = reduction. -24% -24%
(2005-06 Baseline)
S2M4 The overall percentage 6th – 8th grade students who are “proficient” or “advanced” in math W – 84% W – 87%
as measured by WKCE is 10% or less when comparing FAY Black students and FAY White B – 46% B – 43%
students. Improvement = reduction. (2005-06 Baseline) -38% -44%
S2M5 The overall percentage 6th – 8th grade students who are “proficient” or “advanced” in math ND – 89% ND – 88%
as measured by WKCE 10% or less when comparing FAY non-disabled students and FAY D – 22% D – 29%
disabled students. Improvement = reduction. (2005-06 Baseline) -67% -59%
S2M6 70% or more of 6th grade students meet the spring to spring growth target in mathematics
49% 73%
as measured by the Measures of Academic Progress (MAP)
S2M7 70% or more of 7th grade students meet the spring to spring growth target in mathematics
71% 68%
as measured by the Measures of Academic Progress (MAP)
S2M8 70% or more of 8th grade students meet the spring to spring growth target in mathematics
74% 68%
as measured by the Measures of Academic Progress (MAP)
S2M9 50% of 7th grade students meet the criteria to take Algebra in 8th grade. # Alg. – 56 # Alg. – 61
# 7th Gr. – 213 # 7th Gr. – 215
26% 28%
HIGH SCHOOL-BASED MATH TARGET INDICATORS: 2005-2006
SPHS
S2. High School Goal 2: Improve Math Achievement
* = Group size less than 20 students
S2H1 90% or more of Sun Prairie 10th grade FAY students are “proficient” or “advanced” in mathematics as
84%
measured by the WKCE and the mean scale score for math increases from the previous year. (2005-06
544.7
Baseline)
S2H2 Based on the percentage of MATH proficiency as measured on the 10th grade WKCE, a school ranks in the
2
top three in comparison with ten demographically similar schools.
S2H3 The overall percentage 10th grade students who are “proficient” or “advanced” in math as measured by NE – 88%
WKCE is 10% or less when comparing FAY economically disadvantaged students and FAY non- E – 55%
economically disadvantaged students. Improvement = reduction. (2005-06 Baseline) -33%
Chapter 2 (Mathematics) 17
S2H4 The overall percentage 10th grade students who are “proficient” or “advanced” in math as measured by W – 88%
WKCE is 10% or less when comparing FAY Black students and FAY White students. Improvement = B – 40%
reduction. (2005-06 Baseline) -48%
S2H5 The overall percentage 10th grade students who are “proficient” or “advanced” in math as measured by ND – 91%
WKCE 10% or less when comparing FAY non-disabled students and FAY disabled students. Improvement D - 30%
= reduction. (2005-06 Baseline) -61%
S2H6 0 students are required to take the math competency course for failing to pass the WKCE or MAP math
assessment.
5
This value does not include students’ w/disabilities or English Language Learners who are allowed
accommodations to meet the requirement in alternative ways.
S2H7 90% of SPHS graduates have earned credits in Algebra and Geometry (or higher level mathematics) # – 293
Grads–369
79.4%
Narrative Analysis of Indicators for Goal 2
District-wide Math Target Indicators show some evidence of success by grade level or subgroup.
1. Math scores for students scoring proficient or advanced at Grade 10 increased significantly by 11% (73% in 2004; 84% in
2005).
2. Sun Prairie High School ranked third when compared to ten demographically similar schools.
3. The district has set a goal that 78% of the students in Grade 2 and 70% of the students in grades 3-8 will meet or exceed
spring growth target on MAP. These growth targets, established by national norms, are set so only 50% of the students will
meet them. By setting higher expectations (70 or 78%), we are expecting our students to grow academically at a higher rate,
resulting in students with higher levels of knowledge and skills. This model of higher expectations and targets mimics similar
processes used in other high performing districts across the nation. Students in grades 2, 5, 7 & 8 met these growth targets
during the 2005-2006 school year.
4. Two elementary schools, Eastside and Royal Oaks, met the target of 90% or more of the school‟s 3 rd-5th grade FAY students
are “proficient or advanced” in mathematics as measured by WKCE.
Chapter 2 (Mathematics) 18
5. Eastside Elementary ranked first when compared with ten demographically similar schools on the 5 th grade WKCE in Math.
6. Elementary schools meeting the growth target in Math as measured by MAP have demonstrated success:
C.H. Bird – grades 2, 5
Eastside – grades 2, 5
Horizon – grade 5
Northside – grades 2, 5
Royal Oaks – grades 2, 3, 4, 5
Westside – grades 2, 3
Middle schools meeting the growth target in Math as measured by MAP have demonstrated success:
Patrick Marsh – grades 7, 8
Prairie View – grade 6
Additional study of the data identifies areas of concern.
1. The 90% target for students in grades 3, 4, 5, 6, 7 & 8 as measured by the WKCE was not met.
2. The 70% spring to spring growth target for students in grades 3, 4 & 6 as measured by MAP was not met.
3. The „gap‟ when comparing subgroups of 2nd-5th grade students as measured by MAP remains greater than 10%.
a) FAY economically disadvantaged students to FAY non-economically disadvantaged students – 21%.
b) FAY Black students to FAY White students – 31%.
c) FAY disabled students to FAY non-disabled students – 34%.
4. The „gap‟ when comparing subgroups of 6th-8th grade students as measured by MAP remains greater than 10%.
a) FAY economically disadvantaged students to FAY non-economically disadvantaged students – 23% (decreased from
26%).
b) FAY Black students to FAY White students – 40%.
c) FAY disabled students to FAY non-disabled students – 64%.
5. The „gap‟, when comparing demographic groups of 10th grade students as measured by WKCE, exceeds the goal of 10% or
less.
a) FAY economically disadvantaged students to FAY non-economically disadvantaged students – 33%.
b) FAY Black students to FAY White students – 48%.
c) FAY disabled students to FAY non-disabled students – 61%.
Chapter 2 (Mathematics) 19
Future Directions and Recommendations for Goal 2
The goal for the 2006-2007 school year is to implement Math Improvement Plans focused on research-based studies and best
practices. Initiatives are prepared for this fall.
Grades K-5
1) Implement the document that aligns proficiency statements/expectations with the Math Trailblazer lessons
2) Provide staff development in content best instructional practices for grades 3, 4, 5
3) Offer opportunities for grade level teachers to take credit classes in Mathematics Content from UW-Madison through a
consortium grant
4) Monitoring of K-8 Special Education Action Plan in Math, including progress monitoring and direct instruction
Grades 6-8
1) Direct grade level expectancies according to the National Mathematics Teachers Council and the WKCE Criterion-
Referenced Framework
2) Review data from MAP with focus on skill areas
3) Direct expectations for “pacing” of curriculum
4) Implement the instruction of Math Vocabulary List to improve understanding
5) Focus group discussions with teachers on Algebraic concepts and “Algebra for All Students”
6) Monitoring of K-8 Special Education Action Plan in Math, including progress monitoring and direct instruction
Grades 9-12
1) Implement Competency Course to meet Graduation Requirement
2) Create a two-year course structure to ensure ALL students achieve the expectations in Algebra and Geometry
3) Identify and implement a Mathematics Vocabulary List to improve understanding
4) Address “reading in content” strategies
Chapter 2 (Mathematics) 20
Chapter 3
Report prepared by: Lisa Dawes
School Board Priority Goal 3: Implement service delivery models that promote the goals
adopted in the Special Education Strategic Plan.
<Indicators to measure success or 03/04 04/05 05/06
<?> Results Result Result
improvement>
<Descriptors of the program or topic area >
1A Percentage of parents responding to survey that are “satisfied Respondents=252 Respondents=62 Respondents=53
or very satisfied” with special education services based on
Parent Satisfaction Survey. 86.1% 60.8% 84%
1B Percentage of students with disabilities employed or attending
87% 87%
post-secondary education upon graduation.
1C Complaints to DPI, OCR or District. 0 0 0
1D Percentage of students with disabilities attending 16 Students 35 Students
Not Available
neighborhood school.
2% 7%
1E Percentage of students with disabilities receiving 50% or
more of their instruction in general education setting 65.64% 68.36% 77.49%
1F Responses to the student survey question, “Regardless of any
differences, students at this school treat others with respect.” 2.9 3.1 2.8
SWD 2.8
(Target: 3.5 or higher)
1G Responses to the student survey question, “Students exclude
other students because they are different.” (Target: 3.5 or 2.6 2.8 3.0
SWD 2.9
higher)
1H Increasing number of special education staff co-teaching. 28 41 48
1I Responses to teacher survey question for special educators,
Respondents=48 Respondents=36 Respondents 53
“The Strategic Plan is positively affecting student 52% 97.3% SWD 83%
achievement”
Chapter 3 (Special Education) 21
1J Responses to teacher survey question for regular educators,
Respondents=118 Respondents 146
“The Strategic Plan is positively affecting student N/A
32.2% SWD – 38.1%
achievement”
1K Responses to teacher survey question for special educators, “I
Respondents=36 Respondents=36 Respondents 52
feel confident that the Strategic Plan is meeting the mission 69% 97.2% 88.5%
and vision goals”
1L Responses to teacher survey question for regular educators, “I
Respondents=94 Respondents 127
feel confident that the Strategic Plan is meeting the mission N/A
50% 47.2%
and vision goals”
Narrative Analysis of Indicators
The Sun Prairie Area School District continues to improve upon the quality of services provided for students with disabilities
resulting in long term student success.
Parent involvement and satisfaction are continually monitored by Student Services. Due to low response rates a random phone
survey was conducted in-order to determine whether or not the positive parent satisfaction results we were obtaining actually
reflected the general population. The survey confirmed at that time that parents were mostly satisfied with special education
services in Sun Prairie even though the response rate was still low.
Students with disabilities are participating more with their general education peers in their home schools than in previous years,
however, there appears to be concern whether or not this is resulting in a greater level of acceptance and sense of belonging when
analyzing the results of the student surveys. The new survey disaggregates by disability status and this is an item to be closely
monitored.
Special Education staff are aware of and are fully implementing the Special Education Strategic Plan in all Sun Prairie schools. It
is clear that more time needs to be spent with regular education staff and new special education staff in the implementation and
understanding of the goals of the strategic plan. Revisions to the wording of the survey will also be considered for next year.
Chapter 3 (Special Education) 22
Future Directions and Recommendations
1. Parent Satisfaction:
a. Conduct mass mailing to all parents of students with disabilities one time each year.
2. Sense of Belonging:
a. Monitor student survey disaggregated by disability status.
b. Share results of student survey with staff for close monitoring of peer relations, harassment, bullying, etc. with regards to
students with disabilities.
3. Regular Education Concerns:
a. Meet with regular education staff in buildings to determine needs of students and monitor implementation of strategic
plan.
b. Provide on-going staff development for regular educators to meet the needs of students with disabilities in the
classroom.
c. Foster collaboration between special education staff and regular education staff with co-teaching experiences and
instruction in differentiation.
The indicators included in this report will be absorbed into the school performance report and other monitoring chapters for the
06/07 school year as the special education plan has been fully implemented and is no longer a priority Board goal.
Chapter 3 (Special Education) 23
Chapter 4
Report prepared by: Phil Frei
School Board Priority Goal 4: Ensure adequate classrooms to meet the needs
of the growing student population without compromising existing levels of
programs and services.
Indicators 03/04 04/05 05/06
Results Results Results
rd
Bird Elementary: K-5 Student enrollment as of 3 Friday Count 472 508 449
rd
Eastside Elementary: K-5 Student enrollment as of 3 Friday Count 463 494 535
rd
Northside Elementary: K-5 Student enrollment as of 3 Friday Count 500 525 462
rd
Royal Oaks Elementary: K-5 Student enrollment as of 3 Friday Count 515 542 455
rd
Westside Elementary: K-5 Student enrollment as of 3 Friday Count 422 436 441
rd
Horizon Elementary K-5 Student enrollment as of 3 Friday Count N/A N/A 347
Percentage of elementary school students versus maximum capacity 96% 101% 89%
Percentage of middle school students versus maximum capacity 98% 103% 84%
Percentage of high school students versus maximum capacity 88% 91% 91%
Date of anticipated need for elementary school #7, Fall of 2008
Date of anticipated need for elementary school #8, Fall of 2012
Date of anticipated need for middle school #3, Fall of 2009
Date of anticipated need for new high school classrooms, Fall of 2008
Chapter 4 (Classrooms) 24
Narrative Analysis of Indicators
See charts with detailed year-by-year history and projections at the elementary, middle level and high school levels. The Applied Population Lab of
rd
UW-Madison bases these charts on enrollment projections. All enrollment numbers are based on 3 Friday counts. A complete copy of the APL report
is available at the district office.
Future Directions and Recommendations
1. To continue working as rapidly as possible towards a solution for the high school classroom issue. At this time, this involves further study by the
School Board.
2. Establish a building design review committee to finalize design for elementary school #7; to be completed no later than December 1, 2006.
Chapter 4 (Classrooms) 25
Elementary (K-5) Enrollment
History Projected
4000
8th Elem School
3810
needed @ 3,500
3707
3800 pupils.
3593
3494
3600
3438
3325
7th Elem
3400
3237
School
3128
needed @
3200
3,000 pupils
2984
Enrollment
2866
3000
Horizon
2689
2800
2559
Royal Oaks
2600
2372
CH Bird
2400
2230
2217
2120
Westside
2200
2046
1957
1955
1949
1944
1942
Eastside
1887
1886
2000
1851
1831
1822
1804
Northside
1800
88- 89- 90- 91- 92- 93- 94- 95- 96- 97- 98- 99- 00- 01- 02- 03- 04- 05- 06- 07- 08- 09- 10- 11- 12- 13- 14- 15-
89 90 91 92 93 94 95 96 97 98 99 00 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16
Source: Enrollment Projections by Applied Populations Lab, UW-Madison, Oct. 2005, Page 11, Table 9
rd
All numbers based on 3 Friday Counts
Chapter 4 (Classrooms) 26
Middle School (6-8)
Enrollment
1956
1941
History Projected
1875
2000
1820
3rd MS
needed
1712
1800 @ 1,500
1612
pupils
1530
1600
1432
PVMS and
1345
PMMS each
Enrollmen t
1279
1400
1230
have
1221
1171
capacity for
1144
1096
750 pupils
1090
1200 1073
1063
1057
1013
987
977
961
963
1000 PVMS
887
820
769
741
800 PMMS
600
88- 89- 90- 91- 92- 93- 94- 95- 96- 97- 98- 99- 00- 01- 02- 03- 04- 05- 06- 07- 08- 09- 10- 11- 12- 13- 14- 15-
89 90 91 92 93 94 95 96 97 98 99 00 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16
Source: Enrollment Projections by Applied Populations Lab, UW-Madison, Oct. 2005, Page 11, Table 9
rd
All numbers based on 3 Friday Counts
Chapter 4 (Classrooms) 27
High School (9-12)
Enrollment
2800 History Projected
2491
2600
2698
2401
As of Feb. 1, 2006, the high
school has grown by 35
2256
2400
students since the 2005 3rd
Friday count ?
2076
2200
2020
1901
Enrollment
1781
2000
SPHS Capacity
1816 Students
1800
1602
1593
1550
1767
1725
1524
1706
1498
1485
1683
1468
1600
1631
1421
1351
Current High
1258
1400 School
1188
1151
1126
1124
1097
1200
1000
88- 89- 90- 91- 92- 93- 94- 95- 96- 97- 98- 99- 00- 01- 02- 03- 04- 05- 06- 07- 08- 09- 10- 11- 12- 13- 14- 15-
89 90 91 92 93 94 95 96 97 98 99 00 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16
Source: Enrollment Projections by Applied Populations Lab, UW-Madison, Oct. 2005, Page 11, Table 9
rd
All numbers based on 3 Friday Counts
Chapter 4 (Classrooms) 28
Chapter 5
Report prepared by: Annette Mikula
School Board Priority Goal 5: Increase every staff member’s knowledge and skills of cultural
competence and differentiated instruction in order to improve student learning in our increasingly
diverse community.
Indicators to measure improvement 03/04 04/05 05/06
Results Results Results
5A Cultural Competence:
The number of staff development offerings designed to promote cultural competence (each is 0 5 6
a different offering, some may have multiple sessions)
The hours of staff participation in training designed to promote cultural competence 0 1282 2,148
The number of staff who participate in cultural competence activities
(Complete data on these professional opportunities available in chapter 11) n/a 749 865
5B The number of employees who fluently speak a language in addition to English - - Unavailable
5C Differentiated Instruction
The number of hours of differentiated instruction training being offered in the district. 84 64 375
The percentage of instructional staff who have been trained in differentiation
The number of instructional staff who participate in ongoing support on differentiation 25.17% 29.12% 32.94%
(Complete data on these professional opportunities available in chapter 11)
110 53 511
5D The average score from staff who agree with the statement on the staff survey that says that I
provide differentiated instruction based on student needs. (5.0 scale) 4.5 4.5 4.4
5E The number of employees of color. n/a 19 31
5F The percentage of employees of color. n/a 2.68% 3.73%
Narrative Analysis of Indicators
During the 2005-2006 school year the district has focused on increasing the number of staff that received training in differentiated instruction and cultural
competence.
5A. Dr. John Odom was the keynote speaker at the opening day assembly on the topic of cultural competence. Dr. John Odom also worked with the
administrative leadership team several times during the school year to increase administrators‟ understanding of cultural competence. Mr. and Mrs. Lee
Yang worked with administrative leadership team this school year to develop a better understanding of the Hmong culture. Donna Mackey provided
training on multicultural classrooms and conducted study circles on race relations. In addition the district provided three sections of Spanish in the
Classroom for staff. The Culture and Learning Advisory of Sun Prairie (CLASP) met throughout the 2005-06 school year to focus on cultural competence
and increasing the awareness of cultural competence in our schools.
Chapter 5 (Cultural Competence) 29
5B. This data will be collected in September of 2006 and maintained in a database in the Human Resources Department.
rd th th th
5C. The ongoing support for differentiation was imbedded with in the district‟s literacy training. All teachers in grades 3 through 5 and 6 through 8
participated in these training programs during the school year.
5E and F. The district has also explored options to increase minority recruitment. The number of minority employees has increased by 63% from the
2004-05 school year to the 2005-06 school year. The district participated in the first Madison Diversity Recruitment Fair this school year.
Future Directions and Recommendations
This goal will be incorporated into Board Goal 6 on Student Connectedness. The Human Resources Department will continue to focus on minority
recruitment and will create a minority recruitment action plan.
Chapter 5 (Cultural Competence) 30
NECESSARY APPENDICES
5 E. Notes:
Differentiation Question:
2006
I provide differentiation instruction based on 2004* 2005*
student needs.
4.7 4.4 4.4
CH Bird
4.5 4.6 4.6
Eastside
NA NA 4.8
Horizon
4.3 4.4 4.2
Northside
4.5 4.4 4.4
Royal Oaks
4.7 4.6 4.6
Westside
4.5
District - Elementary 4.5 4.5
4.4 4.5 4.4
Patrick Marsh
4.6 4.6 4.5
Prairie View
4.3 4.5 4.1
Sun Prairie High School (including SOAR)
4.3
District - Secondary 4.4 4.5
4.4
District - Overall 4.5 4.5
* These values have been adjusted to reflect the new 5.0 scale.
Chapter 5 (Cultural Competence) 31
5F&G
Staff Ethnicity
Asian Black Hispanic Am. Indian White
Total
% # % # % # % # % #
1994-1995 0% 0 0.2% 1 0.6% 3 0% 0 99.2% 520 524
1996-1997 0% 0 0.4% 2 0.7% 4 0% 0 98.9% 547 553
1998-1999 0% 0 0.2% 1 1.2% 7 0% 0 98.7% 598 606
2000-2001 0% 0 0.5% 3 1.1% 7 0% 0 98.4% 606 616
2002-2003 0.3% 2 0.1% 1 0.7% 5 0% 0 98.8% 679 687
2004-2005 0.3% 2 0.4% 3 2.0% 14 0% 0 97.3% 689 708
2005-2006 0.8% 7 0.6% 5 2.2% 18 0.1% 1 96.3% 800 831
Chapter 5 (Cultural Competence) 32
Chapter 6
Report prepared by: Tim Culver
School Board Priority Goal 6: Increase students’ sense of connectedness to their schools
WHAT WHY HOW
A student is connected to his or her school when he or she Connectedness to school has been shown by research to The most effective research based strategies to increase
students’ connectedness to school include:
1. Has a sense of belonging and being part of a Implementing high standards and expectations,
school improve academic performance while providing academic support and
interventions for all students. (HE)
2. Likes school reduce incidents of fighting, bullying, vandalism and Applying fair and consistent disciplinary policies
disruptive behavior that are collectively agreed upon and fairly
3. Perceives that teachers and other staff members enforced. (FD)
are supportive and caring improve attendance and reduce truancy Creating trusting relationships among students,
teachers, staff, administrators, and families.
4. Has friends within school improve school completion and reduce dropout rates (TR)
Hiring and supporting capable teachers skilled
5. Is engaged in his/her current and future reduce incidence of substance and tobacco use in content, teaching techniques, and classroom
academic progress management to meet each learner‘s needs.
reduce influence of ‗gang‘ related behaviors and activity (CT)
6. Believes that discipline is fair and effective Fostering high parent/family expectations for
increase educational motivation and engagement in school performance and school completion.
7. Participates in active learning, service learning learning (PF)
and/or extracurricular activities Ensuring that every student feels close to at
least one supportive adult at school. (SA)
Chapter 6 (Connectedness) 33
Indicators to measure improvement 03/04 04/05 05/06
6 Results Result Result
6A The percent occurrence per enrollment and the number of disciplinary
incidents for all forms of student-to-student discrimination & 1.4% 0.6% 1.0%
(70) (32) (56)
harassment. See appendix for calculation details
6B The percent occurrence per enrollment and the number of disciplinary
incidents for all reported incidents of fighting, bullying, and vandalism, 13.2% 14.5% 12.2%
(361) (420) (353)
grades 6-12. See appendix for calculation details
6C The percentage and number of students classified as „habitually truant‟. 4.8% 5.4% 7.8%
See appendix for calculation details (254) (299) (442)
6D The percentage and number of students suspended out of school more 2.5% 1.7% 1.4%
than one time. See appendix for calculation details (133) (95) (82)
6E Responses on the 5th-12th grade student survey questions related to
„RESPECT‟ averaged together. See appendix for calculation details.
3.3 3.3 3.4
(Note: There is a 5.0 scale for this and the following four
indicators)
6F Responses on the 5th-12th grade student survey questions related to
3.3 3.4 3.6
„CARING‟ averaged together. See appendix for calculation details
6G Response on the 5th-12th grade student survey question “I feel safe at
4.1 4.1 4.1
school”
6H Response on the 5th-12th grade student survey question “If I had a
4.3 4.3 4.3
problem, there is an adult at this school who I could go to for help.”
6I Response on the 5th-12th grade student survey question “To make good
4.6 4.5 4.5
grades at my school, I have to work hard””
6J Percentage participation in extra- and co-curricular activities in grades
7-8.
(Note: For this and the following eight indicators, the count is of
All – 509/731 70% All – 509/ 798 64% All – 589/813 72%
students who participated in one or more athletic team or other activity
recorded in SASI.)
6K Percentage participation in extra- and co-curricular activities in grades W – 424/ 610 70% W – 408/ 632 65% W – 486/661 74%
7-8 by students of color C – 85/121 70% C – 101/166 61% C – 103/152 68%
6L Percentage participation in extra- and co-curricular activities in grades ND – 460/623 74% ND – 457/684 67% ND – 534/720 74%
7-8 by students with disabilities D – 49/105 47% D – 52/124 42% D – 55/93 59%
Chapter 6 (Connectedness) 34
6M Percentage participation in extra- and co-curricular activities in grades NE – 416/580 72% NE – 424/627 68% NE – 489/654 75%
7-8 by students who are economically disadvantaged. E – 93/151 62% E – 85/171 50% E – 100/159 63%
6N Percentage participation in extra- and co-curricular activities in grades
All – 921/1529 60% All – 885/1659 53% All – 1061/1666 64%
9-12
6O Percentage participation in extra- and co-curricular activities in grades W – 830/1351 61% W – 793/1413 56% W – 918/1378 67%
9-12 by students of color C – 91/178 51% C – 92/246 37% C – 143/288 50%
6P Percentage participation in extra- and co-curricular activities in grades ND – 855/1305 66% ND – 842/1421 59% ND – 985/1415 70%
9-12 by students with disabilities D – 66/ 224 29% D – 43/238 18% D – 76/251 30%
6Q Percentage participation in extra- and co-curricular activities in grades NE – 844/1358 62% NE – 819/1443 57% NE – 957/1420 67%
9-12 by students who are economically disadvantaged. E – 77/171 45% E – 66/ 216 31% E – 104/246 42%
ELEMENTARY SCHOOL-BASED “CONNECTEDNESS” INDICATORS: 2005-2006
CHB ES HZ NS RO WS
S6E1 The percent occurrence per enrollment and the number of
0.0% 0.2% 1.3% 0.4% 0.0% 0.2%
disciplinary incidents for all forms of student-to-student
(0) (1) (5) (2) (0) (1)
discrimination & harassment.
S6E2 The percentage and number of students classified as „habitually 1.5% 1.7% 1.1% 2.7% 0.6% 3.3%
truant‟. (7) (9) (4) (13) (3) (15)
S6E3 The percentage and number of students suspended out of 0.2% 0.2% 1.3% 0.6% 0.0% 1.8%
school more than one time. (1) (1) (5) (3) (0) (8)
S6E4 Responses on the 5th grade student survey questions related to
3.8 4.0 3.9 3.8 3.6 3.5
„RESPECT‟ averaged together.
S6E5 Responses on the 5th grade student survey questions related to
4.0 4.1 4.1 4.2 4.0 3.7
„CARING‟ averaged together.
S6E6 Response on the 5th grade student survey question “I feel safe at
4.4 4.5 4.1 4.3 4.3 4.2
school”
S6E7 Response on the 5th grade student survey question “If I had a
problem, there is an adult at this school who I could go to for 4.5 4.6 4.3 4.6 4.4 4.3
help.”
S6E8 Response on the 5th grade student survey question “To make
4.6 4.7 4.7 4.6 4.7 4.6
good grades at my school, I have to work hard””
Chapter 6 (Connectedness) 35
MIDDLE SCHOOL-BASED “CONNECTEDNESS” INDICATORS: 2005-2006
PMMS PVMS
The percent occurrence per enrollment and the number of disciplinary 5.0% 1.5%
S6M1
incidents for all forms of student-to-student discrimination & harassment. (30) (9)
The percent occurrence per enrollment and the number of disciplinary 17.6% 26.2%
S6M2
incidents for all reported incidents of fighting, bullying, and vandalism. (106) (159)
S6M3 The percentage and number of students classified as „habitually truant‟. 0.8% 2.6%
(5) (16)
The percentage and number of students suspended out of school more than 2.3% 3.1%
S6M4
one time. (14) (19)
Responses on the student survey questions related to „RESPECT‟ averaged
S6M5 3.3 3.1
together.
Responses on the student survey questions related to „CARING‟ averaged
S6M6 3.3 3.2
together.
S6M7 Response on the student survey question “I feel safe at school” 4.0 4.0
Response on the student survey question “If I had a problem, there is an adult
S6M8 4.1 4.1
at this school who I could go to for help.”
Response on the student survey question “To make good grades at my
S6M9 4.4 4.4
school, I have to work hard””
Percentage participation in extra- and co-curricular activities in grades 7-8.
S6M10 (Note: For this and the following three indicators, the count is of students who All – 289/412 70% All – 300/401 75%
participated in one or more athletic team or other activity recorded in SASI.)
Percentage participation in extra- and co-curricular activities in grades 7-8 by W – 239/339 71% W – 247/322 77%
S6M11 C – 50/73 68% C –53/79 67%
students of color
Percentage participation in extra- and co-curricular activities in grades 7-8 by ND – 257/360 71% ND – 277/360 77%
S6M12 D – 32/52 62% D – 23/41 56%
students with disabilities
Percentage participation in extra- and co-curricular activities in grades 7-8 by NE – 240/332 72% NE – 249/322 77%
S6M13 E – 49/80 61% E – 51/79 65%
students who are economically disadvantaged.
Chapter 6 (Connectedness) 36
HIGH SCHOOL-BASED “CONNECTEDNESS” INDICATORS: 2005-2006
SPHS
The percent occurrence per enrollment and the number of disciplinary incidents for all forms of 0.5%
S6H1
student-to-student discrimination & harassment. (8)
The percent occurrence per enrollment and the number of disciplinary incidents for all reported 4.8%
S6H1
incidents of fighting, bullying, and vandalism. (80)
S6H1 The percentage and number of students classified as „habitually truant‟. 20.2%
(338)
S6H1 The percentage and number of students suspended out of school more than one time. 1.7%
(29)
S6H1 Responses on the student survey questions related to „RESPECT‟ averaged together. 2.6
S6H1 Responses on the student survey questions related to „CARING‟ averaged together. 3.0
S6H1 Response on the student survey question “I feel safe at school” 3.0
Response on the student survey question “If I had a problem, there is an adult at this school who I
S6H1 3.7
could go to for help.”
Response on the student survey question “To make good grades at my school, I have to work
S6H1 3.9
hard””
Percentage participation in extra- and co-curricular activities in grades 9-12
S6H1 (Note: For this and the following three indicators, the count is of students who participated in one All – 1061/1666 64%
or more athletic team or other activity recorded in SASI.)
Percentage participation in extra- and co-curricular activities in grades 9-12 by students of color W – 918/1378 67%
S6H1
C – 143/288 50%
Percentage participation in extra- and co-curricular activities in grades 9-12 by students with ND – 985/1415 70%
S6H1
disabilities D – 76/251 30%
Percentage participation in extra- and co-curricular activities in grades 9-12 by students who are NE – 957/1420 67%
S6H1
economically disadvantaged. E – 104/246 42%
Narrative Analysis of Indicators
1. The percent occurrence per enrollment and the number of disciplinary incidents for all reported incidents of fighting,
bullying, and vandalism, grades 6-12 decreased to an all time low in terms of number of incidents and percentage.
2. The percentage and number of students suspended out of school more than one time decreased for the second year in a
row in terms of numbers and percentages.
Chapter 6 (Connectedness) 37
3. Habitual truancy increased significantly overall. This change is based primarily on a very large increase in truancy at the
highs school. The high school attributes this, in part, to more accurate record keeping. Four elementary schools and one
middle school declined in the number of habitual truants.
4. Responses on student surveys did not change significantly. I reduce „survey fatigue, in 2005-2006 the levels for these
surveys was standardized at grades 3,5,6,8,10,and 12. In previous years, it was grades 5-12.
5. 80 more students at the middle level and 179 more students at the high school level participated in one or more school
activities. Percentages also increased. The new contract language and plan to add positions may be helping this.
6. While there was still a gap in participation by students of color, students with disabilities, and poor students, all three of
these subcategories increased significantly as well.
Future Directions and Recommendations
The following is the draft of an action plan under consideration as of July 17, 2006. This is a work in progress that will guide future
activities. You will note that some of the strategies cross over into other priority goals of the school district.
Strategy 2006-2007 2007-2008 2008-2009 Oversight by
1 HE By implementing the K-12 reading action plans, we will work to see that at least 90% of all students (including poor Tim Culver
students, students of color and students with disabilities) are proficient or advanced in reading skills and 0% of students Evelyn Smojver
have minimal skills as measured by the WKCE. Lisa Dawes
Principals
2 HE By implementing the K-12 math action plans, we will work to see that Tim Culver
90% or more of all students (including poor students, students of color and students with disabilities) are Evelyn Smojver
proficient or advanced in math Lisa Dawes
50% or more of 7th grade students qualify to take Algebra in 8th grade Principals
90% of high school graduates have completed Algebra or higher
3 HE Expand the Schools of HOPE tutoring Expand the Schools of HOPE tutoring TBD Tim Culver
SA program so that every at-risk learner at program to at least one other school. Rachael
Bird and Westside has a trained, caring Johnson
tutor in reading and/or math. Chad
Wiedmeyer
4 CT Specific professional development in Specific professional development in Specific professional Evelyn Smojver
SA cultural competence and differentiation of cultural competence and differentiation development in cultural Nancy Nikolay
instruction will be included in staff of instruction will be included in staff competence and differentiation of
development plans. development plans. instruction will be included in staff
development.
Chapter 6 (Connectedness) 38
Work in Progress Draft as of July 17, 2006
Strategy 2006-2007 2007-2008 2008-2009 Oversight by
5 SA 3 school staff meetings will focus on and 3 school staff meetings will focus on and 3 school staff meetings will focus on Paul Keats,
provide information that promotes the provide information that promotes the and provide information that Nancy Hery,
cultural competence of school staff cultural competence of school staff promotes the cultural competence of Clark Luessman,
members. Instructional Programs, ESL, and members. Instructional Programs, ESL, and school staff members. Instructional Lori Schultz,
CLASP will provide resources and CLASP will provide resources and Programs, ESL, and CLASP will Karen Ward,
suggestions to principals to support this suggestions to principals. provide resources and suggestions to Kathi Klaas,
action. principals. Chad
Wiedmeyer, Tom
Yelich, Rachael
Johnson, Evelyn
Smojver
6 ALL A 9th grade study group will research and TBD TBD Evelyn Smojver
prepare a plan to improve educational Craig Coulthart
outcomes for 9th grade students with specific Liz Merrick
consideration of research-based strategies Jennifer Laveck
to increase school connectedness.
7 SA Each secondary school BLC will review 1. Implement school-based plans. TBD James Ackley
HE information on connectedness and create a 2. Determine any necessary request for Craig Coulthart
plan for increasing volunteers in schools resources and, if necessary, submit Liz Merrick
who mentor, tutor, or serve as positive role unfunded proposal funding requests. Lisa Strosin
models for students. Each school‘s plan will Jason Widiker
be reviewed by MT.
8 SA Each secondary school BLC will review 1. Implement school-based plans. TBD James Ackley
TR information on connectedness and barriers 2. Determine any necessary request for Craig Coulthart
that exist to student participation in co- and resources and, if necessary, submit Jim McClowry
extracurricular activities and create a plan to unfunded proposal funding requests.
overcome these barriers.
9 ALL By February 1, 2007, elementary school TBD TBD Tom Yelich,
BLCs will review the information on Student Chad
Connectedness and make suggestions to Wiedmeyer,
inform the update of this action plan. Rachael Johnson
Kathi Klaas, Lori
Schultz
Karen Ward
Chapter 6 (Connectedness) 39
Work in Progress Draft as of July 17, 2006
Strategy 2006-2007 2007-2008 2008-2009 Oversight by
1 PF 1. Translate ―priority‖ publications TBD TBD James Ackley
0 TR regarding co- and extracurricular Craig Coulthart
athletics and activities into Spanish Jim McClowry
(and possibly other languages).
2. Create a more effective user-friendly
environment for students and parents,
including more public sign-up dates and
locations and more opportunities for
late registration.
1 CT Actively recruit racially and ethnically Actively recruit racially and ethnically Actively recruit racially and ethnically Annette Mikula
1 SA diverse faculty and staff. diverse faculty and staff. diverse faculty and staff. Hiring
supervisors
1 TR 1. Implement transition to high school plan Implement a program where upperclassmen TBD James Ackley
2 HE for 8th grade students. partner/mentor with incoming freshman. Craig Coulthart
2. Develop a program where Liz Merrick
upperclassmen partner/mentor with Lisa Strosin
incoming freshman. Jason Widiker
Jim McClowry
1 ALL Vigorously explore grant funding for after Vigorously explore grant funding for after Vigorously explore grant funding for Katie Krueger
3 school activities, service learning, student school activities, service learning, student after school activities, service
volunteerism, and/or intramurals. Goal: to volunteerism, and/or intramurals. Goal: to learning, student volunteerism, and/or
obtain at least one grant per year to initiate obtain one grant per year to initiate a new intramurals. Goal: to obtain one
a new activity in one of these areas. activity in one of these areas. grant per year to initiate a new
activity in one of these areas.
1 HE 1. Every high school department has at 1. Every high school department has at Every high school department has at Paul Keats
4 TR minimum one course that provides minimum two courses that provide minimum three courses that provide High School
PF service learning. service learning. service learning C.L.C.
2. Service learning opportunities are 2. Service Learning is a requirement for Evelyn Smojver
developed and implemented in summer graduation in 2008. Lisa Albrecht
school 2007.
Chapter 6 (Connectedness) 40
Chapter 6 - Appendix
6A Elem. Schools Middle Schools Senior Highs District
Year 2004 2005 2006 2004 2005 2006 2004 2005 2006 2004 2005 2006
N= (2372) (2637) (2768) (1171) (1223) (1208) (1560) (1666) (1696) (5103) (5526) (5672)
Sexual
0.1% 0.1% 0.1% 2.1% 0.9% 2.1% 0.5% 0.2% 0.2% 0.7% 0.3% 0.6%
harassment
(2) (2) (3) (24) (11) (25) (8) (4) (4) (34) (17) (32)
SASI code 191
Racial or ethnic
0.1% 0.1% <0.1% 0.9% 0.2% 0.4% 0.2% 0.4% 0.2% 0.3% 0.2% 0.2%
harassment:
(3) (3) (1) (10) (3) (5) (3) (6) (4) (16) (12) (10)
SASI code 192
Sexual
orientation <0.1% 0.0% 0.0% 0.7% 0.2% 0.6% 0.1% 0.0% 0.0% 0.2% <0.1% 0.1%
harassment (1) (0) (0) (8) (3) (7) (2) (0) (0) (11) (3) (7)
SASI code 193
Disability
0.0% 0.0% 0.0% 0.1% 0.0% 0.2% 0.0% 0.0% 0.0% <0.1% 0.0% <0.1%
harassment:
(0) (0) (0) (1) (0) (2) (0) (0) (0) (1) (0) (2)
SASI code 194
Religious
0.0% 0.0% 0.0% 0.1% 0.0% 0.0% 0.0% 0.0% 0.0% <0.1% 0.0% 0.0%
harassment.
(0) (0) (0) (1) (0) (0) (0) (0) (0) (1) (0) (0)
SASI code 195
Other
Discriminatory 0.0% 0.0% 0.2% 0.0% 0.0% 0.0% 0.4% 0.0% 0.0% 0.1% 0.0% 0.1%
harassment: (0) (0) (5) (0) (0) (0) (7) (0) (0) (7) (0) (5)
SASI code 196
TOTAL 0.3% 0.2% 0.3% 3.8% 1.4% 3.2% 1.3% 0.6% 0.5% 1.4% 0.6% 1.0%
(6) (5) (9) (44) (17) (39) (20) (10) (8) (70) (32) (56)
Chapter 6 (Connectedness) 41
6B Middle Schools Senior Highs District
Year 2004 2005 2006 2004 2005 2006 2004 2005 2006
N= (1171) (1223) (1208) (1560) (1666) (1696) (2731) (2889) (2904)
Fighting 12.8% 12.5% 12.7% 4.4% 3.0% 3.8% 8.0% 10.5% 7.5%
SASI codes 130,170, 250 (150) (253) (153) (69) (50) (64) (219) (303) (217)
Bullying
8.1% 7.8% 7.9% 1.6% 0.8% 1.2% 4.4% 3.8% 4.0%
SASI codes:
(95) (95) (96) (25) (14) (20) (120) (109) (116)
181,182,189,320,321,322,323,324,329
Vandalism
0.8% 0.4% 1.3% 0.8% 0.2% 0.2% 0.8% 0.3% 0.7%
SASI codes:
(9) (5) (16) (13) (3) (4) (22) (8) (20)
110,350,351,352,353,359
TOTAL 21.7% 20.7% 21.9% 6.9% 4.0% 5.2% 13.2% 14.5% 12.2%
(254) (253) (265) (107) (67) (88) (361) (420) (353)
6C and 6D
Enrollment
School # Habitual Truants # Students suspended > 1
(May 30th count)
2004 2005 2006 2004 2005 2006 2004 2005 2006
Bird 11 11 7 7 8 1 475 522 452
Eastside 12 12 9 2 1 1 506 532 532
Horizon - - 4 - - 5 - - 371
Northside 31 15 13 5 2 3 530 549 478
Royal Oaks 1 10 3 2 7 0 523 563 485
Westside 10 15 15 4 2 8 472 471 450
PMMS 12 11 5 16 20 14 591 629 601
PVMS 15 9 16 20 19 19 592 594 607
SPHS 143 187 338 77 35 29 1527 1607 1,666
SOAR 19 29 31 0 1 2 50 59 30
TOTAL # 254 299 442 133 95 82 5266 5526 5672
TOTAL % 4.8% 5.4% 7.8% 2.5% 1.7% 1.4% - -
Chapter 6 (Connectedness) 42
6E: 2004 2005 2006 2004 2005 2006 2004 2005 2006
RESPECT Questions District District District Elem. Elem. Elem. Sec. Sec. Sec.
Adults at my school treat students with
4.1 4.1 4.2 4.3 4.3 4.4 3.9 3.9 4.0
respect. (1)
Students resolve conflicts without fighting or
2.9 3.0 3.1 3.2 3.3 3.4 2.6 2.6 2.7
threats. (11)
Regardless of any differences, students at this
2.9 3.0 3.0 3.1 3.3 3.5 2.6 2.6 2.5
school treat other students with respect (3)
Students behave respectfully toward school
3.3 3.4 3.5 3.7 3.8 3.9 2.9 2.9 3.0
staff. (4)
Students show respect for school property (5) 3.1 3.1 3.3 3.5 3.7 3.7 2.7 2.5 2.8
Average 3.3 3.3 3.4 3.6 3.7 3.8 2.9 2.9 3.0
6F: 2004 2005 2006 2004 2005 2006 2004 2005 2006
CARING Questions District District District Elem. Elem. Elem. Sec. Sec. Sec.
Students exclude other students because they
2.8 2.9 3.2 3.0 2.9 3.6 2.6 2.8 2.7
are different. (9)
Older students are kind to younger students
3.4 3.6 3.6 3.9 4.1 4.0 2.9 3.0 3.1
(10)
When students see another student being
2.9 3.1 3.7 3.2 3.5 4.2 2.6 2.6 3.2
picked on, they try to stop it. (12)
Students help new students feel accepted. (24) 3.9 4.0 4.0 4.1 4.4 4.3 3.6 3.5 3.6
Average 3.3 3.4 3.6 3.6 3.7 4.0 2.9 3.0 3.2
Chapter 6 (Connectedness) 43
6E: SCHOOL DATA 2005 2006 2004 2005 2006 2004 2005 2006
2004 CHB
RESPECT Questions CHB CHB ES ES ES HZ HZ HZ
Adults at my school treat students with
4.3 4.4 4.4 4.4 4.6 4.4 N/A N/A 4.5
respect. (1)
Students resolve conflicts without fighting or
2.8 3.4 3.5 3.7 3.7 3.6 N/A N/A 3.6
threats. (8)
Regardless of any differences, students at this
2.8 3.4 3.6 3.0 3.4 3.8 N/A N/A 3.4
school treat other students with respect (3)
Students behave respectfully toward school
3.2 3.8 3.9 3.9 4.0 4.2 N/A N/A 4.0
staff. (4)
Students show respect for school property (6) 3.2 3.9 3.7 3.5 4.0 3.9 N/A N/A 4.0
Average 3.3 3.8 3.8 3.7 3.9 4.0 N/A N/A 3.9
6F: SCHOOL DATA 2004 CHB
2005 2006 2004 2005 2006 2004 2005 2006
CARING Questions CHB CHB ES ES ES HZ HZ HZ
Students exclude other students because they are
2.7 2.7 3.6 2.8 3.3 3.7 N/A N/A 3.7
different. (19)
Older students are kind to younger students (7) 3.5 4.2 4.0 3.9 4.4 4.1 N/A N/A 4.1
When students see another student being picked on,
3.1 3.6 4.1 3.3 3.6 4.1 N/A N/A 4.1
they try to stop it. (9)
Students help new students feel accepted. (15) 4.0 4.3 4.4 4.3 4.5 4.4 N/A N/A 4.3
Average 3.3 3.7 4.0 3.6 4.0 4.1 N/A N/A 4.1
Chapter 6 (Connectedness) 44
6E: SCHOOL DATA 2004 2005 2006 2004 2005 2006 2004 2005 2006
RESPECT Questions NS NS NS RO RO RO WS WS WS
Adults at my school treat students with
4.1 4.2 4.3 4.4 4.4 4.3 4.2 4.1 4.3
respect. (1)
Students resolve conflicts without fighting or
3.3 3.2 3.4 3.6 3.5 3.4 2.7 2.9 3.1
threats. (8)
Regardless of any differences, students at this
3.3 3.3 3.7 3.7 3.5 3.3 2.7 3.1 3.1
school treat other students with respect (3)
Students behave respectfully toward school
3.8 3.6 3.9 4.3 4.1 3.7 3.1 3.7 3.7
staff. (4)
Students show respect for school property (6) 4.0 3.9 3.7 3.9 3.9 3.5 3.0 3.0 3.4
Average 3.7 3.6 3.8 4.0 3.9 3.6 3.1 3.4 3.5
6F: SCHOOL DATA 2004 2005 2006 2004 2005 2006 2004 2005 2006
CARING Questions NS NS NS RO RO RO WS WS WS
Students exclude other students because they
3.0 2.5 3.8 3.4 3.2 3.7 2.9 2.9 3.1
are different. (19)
Older students are kind to younger students (7) 4.0 4.2 4.0 4.3 4.0 3.9 3.8 3.9 3.6
When students see another student being
3.4 3.6 4.4 3.2 3.6 4.2 2.9 3.3 4.0
picked on, they try to stop it. (9)
Students help new students feel accepted. (15) 4.1 4.5 4.5 4.5 4.4 4.3 3.7 4.4 4.1
Average 3.6 3.7 4.2 3.9 3.8 4.0 3.3 3.6 3.7
Chapter 6 (Connectedness) 45
6E: SCHOOL DATA 2004 2005 2006 2004 2005 2006 2004 2005 2006
RESPECT Questions PMMS PMMS PMMS PVMS PVMS PVMS HS HS HS
Adults at my school treat students with
4.1 4.1 4.2 4.0 4.0 4.0 3.6 3.6 3.7
respect. (1)
Students resolve conflicts without fighting or
2.6 2.6 3.0 2.8 2.7 2.7 2.5 2.5 2.4
threats. (10)
Regardless of any differences, students at this
2.8 2.8 2.9 2.7 2.7 2.6 2.2 2.3 2.1
school treat other students with respect (3)
Students behave respectfully toward school
3.1 3.2 3.3 3.2 2.9 3.1 2.5 2.6 2.5
staff. (4)
Students show respect for school property (6) 2.9 2.5 3.1 2.9 2.7 2.9 2.2 2.4 2.3
Average 3.1 3.0 3.3 3.1 3.0 3.1 2.6 2.7 2.6
6F: SCHOOL DATA 2004 2005 2006 2004 2005 2006 2004 2005 2006
CARING Questions PMMS PMMS PMMS PVMS PVMS PVMS HS HS HS
Students exclude other students because they
2.7 2.9 2.8 2.7 2.8 2.5 2.5 2.6 2.7
are different. (8)
Older students are kind to younger students (9) 2.9 3.2 3.1 3.0 3.0 3.0 2.9 2.8 3.1
When students see another student being
2.7 2.6 3.3 2.7 2.7 3.5 2.3 2.4 2.7
picked on, they try to stop it. (11)
Students help new students feel accepted. (19) 3.9 3.7 3.8 3.6 3.6 3.8 3.2 3.2 3.3
Average 3.1 3.1 3.3 3.0 3.0 3.2 2.7 2.8 3.0
Chapter 6 (Connectedness) 46
Chapter 7
Report prepared by: Alice A. Murphy
Report on the Information and Technology Plan 2006 - 2009
Goa Indicators/Descriptors 05-06 06-07 07-08
l Results Results Results
1.0 FORWARD-THINKING VISION
The Sun Prairie Area School District will work to build a shared community-based vision for
technology that prepares students to learn, work, and live successfully in the digital age.
Success Indicator: enGauge Survey – Vision 2.5 2.22
1.1 Communication: Provide greater publication and dissemination of the vision statement for
Information and Technology to stakeholders in the school district and the community.
Success Indicator: enGauge Survey – Vision 2.5 1.69
1.2 Community Linkages: Create linkages to local and global communities as critical
stakeholders.
Success Indicator: enGauge Survey – Vision 2.5 2.26
1.3 Technology Committee Representation: Provide broad representation on the District 1
Technology Committee so that all key stakeholders are engaged in the visioning process. community
represent-
Success Indicator: 1 Student, 1 Parent, 1 Community Representative ative
2.0 EFFECTIVE TEACHING AND LEARNING PRACTICES
The learning environment will be characterized by powerful research-based strategies that
effectively use technologies.
Success Indicator: enGauge Survey – Practice 3.0 2.81
2.1 Authentic Learning: Increase authentic learning opportunities to include project-based
experiences and problem solving with real-world data sets.
Success Indicator: enGauge Survey – Relevance 3.0 2.73
2.2 Effective Communication with Parents: Provide the best data sources for presenting student
information to parents.
Success Indicator: Parent Focus Groups report only 2 negative statements 5
2.3 Internet Safety Instruction: Increase student, parent, and teacher awareness of safe Internet
practices. K-5, 6-8
Success Indicator: All ISAFE K-5, 6-8 and 9th grade lessons are taught, 1 parent meeting at lessons
each elementary and middle school
Chapter 7 (Technology) 47
2.4 Online Learning Activities: Develop and implement online learning opportunities for staff and
students.
Success Indicator: enGauge Survey – Range of Use 3.5 3.1
3.0 EDUCATOR PROFICIENCY
Educators will demonstrate proficiency in implementing, assessing, and supporting a variety
of effective practices for teaching and learning supported by information resources and
technology.
Success Indicator: enGauge Survey – Proficiency 3.3 3.05
3.1 Technology Staff Development: Gather data to indicate that all educators are able to
demonstrate basic technology literacy as described in the district Technology Staff
Development framework
Success Indicator: 80% of educators demonstrate 100% of Basic Technology Literacy NA
3.2 Assessment Literacy: Assist staff in the development of assessment tools that will measure
products of technology supported learning.
Success Indicator: enGauge Survey – Assessment 3.0 2.62
3.3 Social, Ethical and Legal Implications: Ensure that all educators are prepared to guide
students as they deal with the social, ethical, and legal issues related to life in a
technological world.
Success Indicator: enGauge Survey – Ethics 3.3 3.07
4.0 DIGITAL AGE EQUITY
Information and technology resources will address the digital divide by ensuring that all
students are engaging in an educational program aligned to the vision.
Success Indicator: enGauge Survey – Equity 3.5 3.35
4.1 Assistive Technology: Achieve equity between all students with and without specials needs
and have a plan in place to address potential inequities.
Success Indicator: enGauge Survey – Special Needs 3.8 3.73
4.2 Equitable Access to Technology Hardware: Maintain a comprehensive technology
hardware replacement and network accessibility plan that will provide students and staff
access to high-quality technology, regardless of the school or classroom.
Success Indicator: enGauge Survey – Systemwide 3.3 3.03
4.3 Information Resources and Software Adoption Align with Curriculum: Provide instructional
support resources in print and digital format that align with the adopted curriculum and
foster information and technology literacy skills.
Success Indicator: enGauge Survey – Practice Alignment 3.4 3.27
Chapter 7 (Technology) 48
5.0 ROBUST ACCESS
The district will continue to deploy high-tech resources to ensure that students and staff
have the hardware, software and network access needed to perform multi-media tasks that
promote high productivity in their work and higher level learning.
Success Indicator: enGauge Survey – Access 3.5 3.35
5.1 Mobile Computing: Install at least one wireless mobile computer lab in each school.
Success Indicator: 9 schools with mobile computer labs 4
5.2 Wireless Internet Access: Provide wireless access to the Internet in locations that
demonstrate the need for greater mobility, effective communication, or increased
productivity.
Success Indicator: 5 new locations 3
5.3 Instructional Presentation Resources: Increase the number of instructional presentation
resources by 50% (LCD projectors, integrated sound systems.)
Success Indicator: 75 systems 50
5.4 Planning for New Facilities: Ensure that the planning for new school facilities includes an
adequate budget to support state of the art technology resources, to provide necessary
hardware, software, network access and robust support.
Success Indicator: TBD TBD
6.0 SYSTEMS AND LEADERSHIP
The district will continue to support existing policies and develop new formal processes to
ensure that effective technology systems support a high-performance learning organization.
Success Indicator: enGauge Survey – Systems 3.3 2.94
6.1 Network Security: Develop a network security plan that ensures management solutions to
protect critical data services.
Success Indicator: Network Protection Enhanced N
Disaster Recovery Enhanced N
Email Messaging Archived and Searchable N
Monitoring Critical Data Services Implemented N
6.2 Staffing for Library Media Centers: Provide recommended library media staffing to ensure
the maximum potential for improving student achievement.
Success Indicator: Increased LMS Staffing N
Flexible Scheduling @ 2 grade levels N
6.3 Budget for Total Cost of Ownership: Develop budget practices that continue to prioritize
funding to address the full cost of technology and the support systems necessary to sustain
all aspects of it.
Chapter 7 (Technology) 49
Success Indicator: enGauge Survey – Funding 3.0 2.84
6.4 Infrastructure, Connectivity, Telecommunications and Technical Support: Support intensive
technology use by staff and students and provide for the changing needs of schools,
increased applications and needs beyond the traditional school day and structures.
Success Indicator: enGauge Survey – Access Connectivity 4.0 3.89
Narrative Analysis of Indicators
Most of the current indicators for 2005-06 are taken from the results of the enGauge survey, January –February 2006. These
indicators fall within the range for the 4-stage continuum of the enGauge Six Essential Conditions.
1.0-2.0 Awareness For the most part, the Sun Prairie Area School District has scores which are in the Exploration stage
2.0-3.0 Adoption suggesting that, in general, educators are using data to systematically align curriculum, instruction, and
3.0-4.0 Exploration assessment to digital age goals. Technology is continuing to visibly bring value to K-12 education.
4.0-5.0 Transformation
Database
SPASD
The national database for enGauge shows averages that are higher than SPASD Vision 2.22 2.57
in 4 of the 6 indicators. Practice 2.81 3.03
Proficiency 3.04 2.99
Equity 3.73 3.39
Access 3.35 3.37
Systems 2.94 3.19
AVERAGE 3.02 3.11
Future Directions and Recommendations
The goals and objectives of the Information and Technology Plan 2006-09 are designed to bring about improved scores in each
stage of the Essential Conditions. Improved performance, as measured by the
enGauge survey 2007, would display results as follows: SPASD
Vision 2.50
Practice 3.00
Proficiency 3.30
Equity 3.50
Access 3.50
Systems 3.30
AVERAGE 3.18
Chapter 7 (Technology) 50
Chapter 8
Report prepared by: Lisa Dawes
School Board directive to monitor alternative education programs.
Descriptors of the program or topic area 03/04 04/05 05/06
Results Result Result
1A Number of students served:
General Equivalency Diploma Option #2 N/A N/A 17
Credit Recovery N/A N/A 35
School Of Alternative Resources 50 59 71
Dane County Transition School 9 12 13
Seminar 9 Semester 1: 11 Semester 1: 15 Semester 1: 12
Semester 2: 11 Semester 2: 10 Semester 2: 16
STRIVE
(Students Take Responsibility in Valuing Education) PMMS 24 PMMS 23 PMMS 25
PVMS 39 PVMS 25 PVMS 17
1B Number of FTE:
General Equivalency Diploma Option # 2 N/A N/A .5
Credit Recovery N/A N/A .2
School Of Alternative Resources 2.7 Day
3.0 Day 3.0 Day .5 Night
Dane County Transition School N/A N/A N/A
Seminar 9 1 1 1.4
STRIVE 3 3 3
1C Funding source: Program Cost:
General Equivalency Diploma Option #2 $42,000 N/A N/A District
Credit Recovery $25,000 N/A N/A Grant
Chapter 8 (Alternative Education) 51
School Of Alternative Resources $174,000 Day Day: District Day: District Day: District
$30,000 Night Night: N/A Night: N/A Night: Grant
Dane County Transition School $100,000 District District District
Seminar 9 $73,000 District District District
STRIVE $150,000 40% District 60% District 100% District
60% Grant 40% Grant
1D GEDO2: N/A N/A 75%
Percentage of students enrolled that graduate with their class
1E Credit Recovery: N/A N/A 55%
Number of students participating that recover one or more credits
1F SOAR: Percentage of students participating that graduate from the program
with their cohort group 79.2% 70% 33%
Note: This does not reflect graduation rates
1G HS: Percentage of students that graduate with their entering
cohort group 93.7% 88.7% 82%
Note: This does not reflect graduation rates
1H HS: Drop out rates 1.07% (17) 1.78% (29) Not Available until
Preliminary October
SOAR: Drop out rates 1.67% (1) Not Available until
5.46% (3)
Preliminary October
1I HS: Number of students that failed more than one core class (semester 1 Sem. 1-181 (11.5%) Sem.1-208 (13.2%) Sem 1-98 (5.8%)
and 2) Sem. 2-192 (12.6%) Sem. 2-152 (9.5%) Sem 2-116 (6.9%)
1J HS: Number of students that received a “D” in more than one core class Sem. 1- 142 (9.0%) Sem. 1-126 (8.0%) Sem 1-157 (9.3%)
(semester 1 and 2) Sem . 2-146 (9.6%) Sem. 2-152 (9.5%) Sem 2-149 (8.8%)
1K HS: Percentage of habitual truants 11.4% (187) 20.2% (336)
9.5% (152)
Preliminary Preliminary
SOAR: Percentage of habitual truants 78.3% (29) 43.7% (31)
67.9% (19)
Preliminary Preliminary
1L HS: Attendance rates 97.2% 94.76% 92.6%
Preliminary Preliminary
SOAR: Attendance rates 68.7% 87.46% 77.0%
1M HS: Number of dropouts 29 Not Available until
17
October
Chapter 8 (Alternative Education) 52
SOAR: Number of dropouts 1 Not Available until
3
October
1N HS: Number of students suspended out of school more than once 77 35 29
1O HS: Number of students suspended for:
Drugs 8 17 5
Weapons 6 7 2
Assault 51 36 38
Narrative Analysis of Indicators
1. The efforts of the High School to address student failure rates through frequent monitoring have indicated a positive change in the percentage of
students failing courses.
2. Attendance rates and truancy rates continue to be an issue for HS age students.
3. Multiple suspensions have declined for two years in a row, indicating that administration is finding alternatives to suspension to improve student
success possibly demonstrated by improved failure rates.
4. Students are not necessarily graduating with their cohort group. This may indicate that students need more from their high school education
experience to prepare for their adult life. There has been a change in the focus of SOAR to make sure students leave with the skills they need to
be successful, rather than to graduate on time with classmate. The data indicates this change in philosophy.
Future Directions and Recommendations
1. Continue to monitor failure lists at progress reports and quarterly report card times.
2. Expand continuum of educational opportunities to meet the needs of all learners.
3. Expand student connectedness to school through alternative learning options, staff mentoring, student assistance groups and individualized
counseling to reduce truancy rates and increase attendance.
Chapter 8 (Alternative Education) 53
Chapter 9
Report prepared by: Phil Frei
Report on Policy KH: Public Gifts, Donations, And Grants To The School
“The Sun Prairie Area School Board appreciates the generosity of booster clubs, parent-teacher organizations, service groups and other
community organizations that donate gifts that will enhance and extend the work of the schools…”
Report on Policy DD: Grant Proposals And Entitlement Applications
“Grants and entitlements may provide additional educational opportunities for students, allow the implementation of valuable educational
innovations and research, allow the trial and evaluation of promising new practices, allow the purchase of specialized materials and
equipment, or provide professional development opportunities for staff…”
Descriptors 03/04 04/05 05/06
Results Results Results
Total amount of gifts or donations contributed to the district this fiscal year
$172,205.46 $89,847.69 $220,896.00
Total amount of entitlements distributed to the district this fiscal year $494,607.00 $1,431,125.00 $1,545,746.00
Total amount of competitive grants won by the district and received this
$1,478,632.00 $432,082.00 $469,931.00
fiscal year
Gifts and Donations 2005/2006
Donor Purpose Accepted in compliance with
Amount
Policy KH and Procedure KH-R?
Alliant Energy Monetary for Royal Oaks use $300.00 Yes
Aluminum Gutters Donation for High School Home Construction Project Yes
$ 75.00
&Downspouts, Inc
America‘s Best Flowers 1% Loyalty Donation $ 25.36 Yes
Chapter 9 (Resources) 54
American Family Ins. In-kind donation for the printing of the SPASD Calendar Yes
$5,188.06
Group
American Family Ins. Monetary towards an Ashley Field Scoreboard Yes
$ 250.00
Group
American Family Ins. Monetary for bus to Ethics Conference in Madison Yes
$ 175.75
Group
Anonymous Monetary donation for high school girls varsity soccer jersey‟s $1,400.00 Yes
Bank of Sun Prairie Monetary towards an Ashley Field Scoreboard $1,000.00 Yes
Bank of Sun Prairie Monetary donation-PVMS 8th grader to go on Washington DC trip $50.00 Yes
Beans „N Cream Four air pots of coffee for PVMS teacher appreciation breakfast $ 71.14 Yes
Ben‟s Marketing Coca Cola rebate for product at the high school $ 200.00 Yes
Birrenkott Surveyors, Inc In-kind services for the Home Construction Class at the High School $ 235.00 Yes
Blackhawk Co. Inc Filing cabinet for use in the library at Horizon Elementary $ 800.00 Yes
Bohling & Sons Inc. Donation for High School Home Construction Project $1,125.00 Yes
Bonnie Lauzon Monetary donation to the HS Academic Decathlon Team $ 100.00 Yes
Bristol Lutheran Backpacks filed with supplies for each elementary school Yes
$2,000.00
Churches
C. H. Bird PTO Debror truck (WARE) with shelves-Ms Teasdale-Art Room $ 504.00 Yes
C.H. Bird PTO Die Cuts for C. H. Bird Elementary School $ 985.00 Yes
C.H. Bird PTO 4th Grade Fieldtrip to IMAX $ 300.00 Yes
C.H. Bird PTO Laminator, laminator cabinet, and laminating film $2,296.35 Yes
C.H. Bird PTO Monetary-milk scholarship for snacks and milk-kindergarten $ 324.00 Yes
C.H. Bird PTO Monetary grant for assembly lyceums for the 2005-06 year $2,500.00 Yes
C.H. Bird PTO Monetary donation for a cake to celebrate the school‟s namesake $ 266.00 Yes
C.H. Bird PTO 8 sets Orff instrumentarium for school music room $3,677.00 Yes
C.H. Bird PTO Monetary donation for OT teacher $ 91.47 Yes
C.H. Bird PTO Megaphone for playground $ 109.94 Yes
C.H. Bird PTO Dragon Club T-shirts $ 540.00 Yes
C.H. Bird PTO Radios for Bird School Staff $ 226.20 Yes
C.H. Bird PTO Staff appreciation at conferences $ 20.89 Yes
C.H. Bird PTO Family Fun Night Out $ 147.22 Yes
C.H. Bird PTO Two playground benches with cement pads $1,261.00 Yes
C.H. Bird PTO School Nurse Supplies $ 500.00 Yes
C.H. Bird PTO Books for C.H. Bird Elementary Kindergarten $1,400.00 Yes
Chapter 9 (Resources) 55
CH Bird PTO Oak hardwood bark for landscaping in May of 2004-05 $ 848.00 Yes
CH Bird PTO Balls, Sports skating equipment-physical education classes 04/05 $ 195.00 Yes
CH Bird PTO TV/VCR/DVD combination for music room $ 349.00 Yes
CH Bird PTO Color copies for 3rd grade in June of 2004-05 $ 52.00 Yes
CH Bird PTO Glockenspiel, xylophone, twelve 10” hand drums for music room $ 528.72 Yes
CH Bird PTO Ellison Sure Cut Die Sets for Teacher‟s Workroom $ 690.00 Yes
CH Bird PTO Culture Club T-Shirts for Assemblies $ 130.00 Yes
CH Bird PTO Purchase of games for indoor recess for 2nd graders $ 50.00 Yes
CH Bird PTO Ten Books for first grade classroom $ 50.44 Yes
Christopher Alberts Monetary donation for field trips for financial need students $ 350.00 Yes
Cindy Terhune Reference/supplemental textbooks for science classrooms HS $ 150.00 Yes
Conrad‟s Inc Monetary donation for school district calendar $ 500.00 Yes
th
Cress Funeral Home Monetary donation-PVMS 8 grader to go on Washington DC trip $ 50.00 Yes
Dane County cops for Monetary donation-PVMS 8th grader to go on Washington DC Yes
$ 350.00
Kids trip
Dane County Deputy Monetary for student membership at the YMCA Yes
$ 63.00
Sheriff Assoc.
Darin Kubly Donated a motorcycle to the High School Shop Class $ 400.00 Yes
Diesel Injection Equipment and transportation for SPHS girls swim team Yes
$2,500.00
Services, Inc
Don & Sue Barman 1993 Nissan Maxima (donated car to teach students in auto Yes
$ 800.00
mechanics at the high school)
Eastside SCO Certified staff classroom supplies $ 650.00 Yes
Eastside SCO Homeroom teacher start-up gift expense $2,400.00 Yes
Eastside SCO Help defray cost of 2nd grade fieldtrip $ 250.00 Yes
Eastside SCO Help defray cost of 5th grade fieldtrip $ 500.00 Yes
Eastside SCO Help defray cost of 4th grade fieldtrip $ 250.00 Yes
Eastside SCO Help defray cost of an all school fieldtrip $ 535.00 Yes
Eastside SCO Purchased toner cartridges for printers $1,000.87 Yes
Eastside SCO Purchased program license & equipment for “Peaceful Playground” $2,000.00 Yes
Eastside SCO Purchased Ellison die cuts for teacher workroom at Eastside $ 488.25 Yes
Eastside SCO Purchased a Think Pad Computer For Eastside $1,180.00 Yes
Eastside SCO Purchased materials for 3rd grade memory journals $1,350.00 Yes
Eastside SCO 3rd grade to terrace town $ 850.00 Yes
Chapter 9 (Resources) 56
Eastside SCO Purchased take home books for 2nd grade $ 500.00 Yes
Eastside SCO Purchased items for 2nd grade memory book project $2,016.00 Yes
Eastside SCO Purchased three xylophones for music room $1,060.00 Yes
Eastside SCO Purchased on-line subscription-Tumble Books & Stereo head phones $ 575.00 Yes
Eastside SCO Purchased books for Kindergarten Literacy Program $2,500.00 Yes
General Casualty CO. Monetary for HS fall 2005 traffic safety program $ 400.00 Yes
General Casualty Co. Spring 2006 Traffic Safety Program at the high school $ 400.00 Yes
George & Kathy Oehrlein Monetary for music for orchestra students at all schools $ 100.00 Yes
Geri Stenstrup Four refurbished bikes for use by students $ 500.00 Yes
Hebl, Hebl & Ripp Academic Decathlon Activity Account SPHS $ 100.00 Yes
Horizon SCO K-2 Writing curriculum materials $ 327.07 Yes
Horizon SCO Science Supplies $1,325.48 Yes
Horizon SCO Kindergarten Visitation Refreshments $ 87.60 Yes
Horizon SCO 5th Grade Safety Patrol $ 289.56 Yes
HS Baseball Boosters Monetary for a pitching platform $ 800.00 Yes
Janice Thompson Professional development library books for Royal Oaks $ 205.85 Yes
Jennifer Zutter Character education books for Horizon $ 200.00 Yes
Jennings & Woldt Donation for High School Home Construction Project – Labor, Yes
In-Kind
Remodeling, Inc. Equipment
Jennings & Woldt Donation for High School Home Construction Project Yes
In-Kind
Remodeling, Inc.
Jim & Kathy Renz Monetary donation in memory of father for HS volleyball & softball $ 470.00 Yes
Jon & Angela Schmidt Monetary for use by PMMS music staff $ 200.00 Yes
Judy Mueller Percussion starter kit for PVMS $ 150.00 Yes
Karen Witt Two coolers and four cooler freezer packs to be used on Yes
$ 60.00
fieldtrips or any other use the school chooses
Knights of Columbus Provide educational equipment for cognitive disabilities students $1,486.54 Yes
M/M James Riederer Monetary donation to Academic Decathlon at the High School $ 500.00 Yes
McGann Construction Donation for High School Home Construction Project – Labor, Yes
In-Kind
Equipment
McGann Construction Donation for High School Home Construction Project In-Kind Yes
th
Michael Richel Monetary donation-PVMS 8 grader to go on Washington DC trip $ 70.00 Yes
Northside SCO Monetary grant for Professional Development Workshops $6,000.00 Yes
Northside SCO 20 Keyboards/Headsets for the music room $5,400.00 Yes
Chapter 9 (Resources) 57
Northside SCO Assembly Programs $ 500.00 Yes
Northside SCO Beautification Day-Plants $ 100.00 Yes
Northside SCO Monthly Birthday Parties $ 100.30 Yes
Northside SCO Pizza for Kindergarten parent meeting $ 142.00 Yes
Northside SCO Open House $ 79.77 Yes
Northside SCO Santa $ 500.00 Yes
Northside SCO Staff Appreciation Breakfast $ 350.00 Yes
Northside SCO Safety patrol end of year field trip $1,171.00 Yes
Northside SCO Book/sign gift to honor Teacher Retirees $ 150.00 Yes
Northside SCO Monetary for Fieldtrip busses for kindergarten $ 120.00 Yes
Northside SCO Monetary for Fieldtrip busses for 1st grade $ 275.75 Yes
Northside SCO Monetary for Fieldtrip busses for 2nd grade $ 149.75 Yes
Northside SCO Monetary for Fieldtrip busses for 3rd grade $ 400.00 Yes
Northside SCO Monetary for Fieldtrip busses for 4th grade $ 190.00 Yes
Northside SCO Monetary for Fieldtrip busses for 5th grade $ 429.99 Yes
Northside SCO Monetary Fieldtrip hardship gifts for kindergarten $ 30.00 Yes
Northside SCO Monetary Fieldtrip hardship gifts for 1st grade $ 10.75 Yes
Northside SCO Monetary Fieldtrip hardship gifts for 2nd grade $ 46.00 Yes
Northside SCO Monetary Fieldtrip hardship gifts for 3rd grade $ 40.00 Yes
Northside SCO Monetary Fieldtrip hardship gifts for 4th grade $ 51.75 Yes
Northside SCO Monetary Fieldtrip hardship gifts for 5th grade $ 170.00 Yes
Northside SCO Purchased die cuts for the building $ 600.00 Yes
Northside SCO Purchased a freezer $ 516.92 Yes
Northside SCO Purchased Comprehension Toolkits for 3-5 grades $ 957.00 Yes
Northside SCO Purchased Lesson One Part II $6,000.00 Yes
Northside SCO Purchased Playground structure/equipment $2,000.00 Yes
Northside SCO Purchased Nesco Roasters (2) $ 100.00 Yes
Northside SCO Monetary for teacher reimbursements $3,000.00 Yes
NuWool Company, Inc. Donation for High School Home Construction Project $ 946.75 Yes
Office Depot Rebate 5% back to school credits at the High School $ 143.81 Yes
Office Depot 5% Back to „Schools Program – High School $ 23.50 Yes
Office Depot 5% Back to School program – High School $ 23.50 Yes
Overture Onstage 50 subsidized & 10 complimentary tickets for 6th graders PVMS Yes
$ 360.00
to attend UW Band Concert
Chapter 9 (Resources) 58
Overture Onstage 38 Subsidized & 7 complimentary tickets for “Stolen Moments” Yes
$ 270.00
for students at PVMS
Physicians Plus Monetary for Health & Physical Education program at C.H.Bird $ 175.00 Yes
PMMS PTSO 15 rolls of book tape to make books last longer $ 110.00 Yes
PMMS PTSO Two sets kids disc. Mag. 1 Shakespeare, 1 English language $ 175.00 Yes
PMMS PTSO Motivational Phrases – posters $ 33.00 Yes
PMMS PTSO Card stock/color copying envelopes $ 250.00 Yes
PMMS PTSO Matting and framing of student artwork $ 425.00 Yes
PMMS PTSO 7 adult/child/infant manikins to practice on for 6th & 8th graders $ 425.00 Yes
PMMS PTSO Library decorations $ 206.25 Yes
PMMS PTSO Books on tape/radio/CD $ 50.00 Yes
PMMS PTSO Band Polo Shirts for low income students $ 67.50 Yes
PMMS PTSO Money for taxi‟s for kids to attend after school activities $ 300.00 Yes
PMMS PTSO Die cuts for school $1,323.00 Yes
Prairie Athletic Club Monetary towards an Ashley Field Scoreboard $ 250.00 Yes
Prairie Athletic Club Monetary donation-PVMS 8th grader for Washington DC trip $ 50.00 Yes
PVMS 8th Grade Raised money to offset cost of European Educational Trip by Yes
$ 500.00
Parents donating baked goods and sodas
PVMS SCO Goodie Bags for Teachers – Classroom supplies $ 153.50 Yes
PVMS SCO Teacher Wish List – Classroom Supplies/Materials $ 452.93 Yes
PVMS SCO Fun Run Lunches, Refreshments, Food $ 158.46 Yes
PVMS SCO Testing Day Refreshments, Food $ 47.48 Yes
PVMS SCO Student Fun Lunch $ 219.77 Yes
PVMS SCO 6th Grade Orientation $ 31.65 Yes
PVMS SCO Food/Decorations for Farewell Dance $ 600.00 Yes
PVMS SCO 8th Grade Recognition $ 100.00 Yes
PVMS SCO Teacher Appreciation Week $ 89.95 Yes
PVMS SCO Fundraising Events that raised money for lighted sign $4,563.88 Yes
PVMS SCO Monetary donation to Student Council $2,227.25 Yes
R & K Construction Donation for High School Home Construction Project $1,150.00 Yes
Roundy‟s Monetary donation We Care Program – Asian Club High School $ 74.88 Yes
Roundy‟s Monetary donation We Care Program – Asian Club High School $ 70.74 Yes
Royal Oaks SCO Monetary donation for open house $ 278.57 Yes
Royal Oaks SCO Monetary donation for Parent Welcome $ 101.65 Yes
Chapter 9 (Resources) 59
Royal Oaks SCO Monetary donation for Teacher Allowance $1,323.26 Yes
Royal Oaks SCO Monetary donation for Teacher Incentive Grants $1,699.25 Yes
Royal Oaks SCO Monetary donation for Test Day Snacks $ 110.22 Yes
Royal Oaks SCO Teacher Allowance $7,751.75 Yes
Royal Oaks SCO Teacher Incentive Grants $7,078.76 Yes
Royal Oaks SCO Safety Patrol $ 600.00 Yes
Royal Oaks SCO Playground $ 171.00 Yes
Royal Oaks SCO Test Day Snacks $ 10.87 Yes
Royal Oaks SCO Class Incentives $ 31.24 Yes
Royal Oaks SCO Sock Hop $ 197.30 Yes
Royal Oaks SCO Kindergarten Program $ 168.40 Yes
Royal Oaks SCO Kindergarten Visitation $ 113.70 Yes
Royal Oaks SCO 5th Grade Gift $ 558.57 Yes
Royal Oaks SCO 5th Grade Party $ 83.91 Yes
Royal Oaks SCO 5th Grade Shirts $ 174.00 Yes
Royal Oaks SCO Field Day $ 221.38 Yes
Royal Oaks SCO Yearbook $ 56.50 Yes
th
Rubin For Kids Inc Monetary donation-PVMS 8 grader to go on Washington DC trip $ 200.00 Yes
SCA Packaging North Monetary donation to Westside for 5th grade trip to Pardeeville Yes
$ 95.00
America
Schools of Hope Monetary grant for a computer at Bird and Westside $2,653.76 Yes
Select Enterprises Bucky Books for families at C.H. Bird $16,800.00 Yes
Select Enterprises Bucky Books for families at Eastside $14,700.00 Yes
Select Enterprises Bucky Books for families at Royal Oaks $12,600.00 Yes
Select Enterprises Bucky Books for faculty $1,400.00 Yes
Select Enterprises Bucky Books for families at Westside $17,500.00 Yes
Sentry Monetary donation to Key Club at the high school $ 24.42 Yes
Sentry Monetary towards an Ashley Field Scoreboard $1,000.00 Yes
th
Sentry Foods Monetary donation-PVMS 8 grader to go on Washington DC trip $ 25.00 Yes
Sign 1-1 In-kind donation for Ashley Field Scoreboard $ 250.00 Yes
Soccer Booster Club Contribution towards boys soccer team warm-ups and duffle bags Yes
$1,059.00
SPHS
Soccer Booster Club Monetary bus expense for Green Bay soccer tournament Yes
$ 200.00
SPHS
Chapter 9 (Resources) 60
SP Education Westside Elementary Math Resource Room Yes
$2,411.47
Foundation
SP Education High School Vocational Education Yes
Foundation $1,000.00
SP Education Patrick Marsh Middle School Disability Awareness Yes
$ 620.00
Foundation
SP Education Monetary donation for Academic Decathlon at the High School Yes
$ 100.00
Foundation
SP Youth Basketball Equipment for boys and girls basketball – shooting machine Yes
$4,350.00
Association
SPE Foundation, Inc Monetary grant awarded - reading & math material – at-risk students $1,300.00 Yes
Stanley Schrereck Monetary donation to Royal Oaks for books and science material $ 200.00 Yes
Stark Realtors Furniture for any building $ 500.00 Yes
Steve‟s Drafting Donation for High School Home Construction Project – Yes
In-Kind
Service Blueprints
Steve‟s Drafting Donation for High School Home Construction Project Yes
In-Kind
Service
Sue Virchow Large Screen TV and cart to support science curriculum Royal Oaks $ 500.00 Yes
Sun Prairie Lion‟s Club Monetary donation to Key Club – High School $ 150.00 Yes
Sun Prairie Lions Club Boys Track – Corn Fest Monetary Donation $ 250.00 Yes
Sun Prairie Lions Club Monetary track activity account for uniforms & equipment HS $ 250.00 Yes
Sun Prairie Lions Club Monetary donation for Drama Club at the High School $ 100.00 Yes
Sun Prairie Lions Club Monetary donation to the High School Key Club $ 150.00 Yes
Sun Prairie Optimists Monetary donation to Interact Club from Optimists Breakfast $ 100.00 Yes
Susan Berg, SCO Monetary for field trip assistance at Horizon Yes
$ 120.50
Horizon
Susan Oliver 200 Little Golden Books – Various Leaning Tools & Toys Horizon $ 300.00 Yes
Tammy Castillo Popcorn, oil, bags, salt to raise money for European Trip PVMS $ 50.00 Yes
Tammy Castillo Sold Bucky Books to raise money for European Trip PVMS $3,500.00 Yes
Target 1% of purchases “Take Charge of Education” Royal Oaks $ 145.39 Yes
Target 1% of Purchases “Take Charge of Education” $ 599.43 Yes
Target Monetary donation PVMS 1% Take Charge of Education Program $ 131.81 Yes
Various SP Area Donated prizes/food for PV Spaghetti Dinner to raise money Yes
$2,108.26
Businesses for European Educational Art and Cultures Trip to the Amazon
Chapter 9 (Resources) 61
Veridian Foundation Monetary donation to DECA for Mr. Sun Prairie Contest HS $ 500.00 Yes
Verizon 5% Rebate on Phone Calls – High School $ 120.75 Yes
Vogel Brothers School supplies for all nine schools Yes
$3,000.00
Building Company
Washington Mutual Monetary donation for high school activity account-WaMoola $ 18.96 Yes
Weisensel Electric, Inc Donation for High School Home Construction Project $ 518.00 Yes
Wells Fargo Bank School supplies for Westside Elementary $ 40.00 Yes
WI Aviation Gift certificate 1 hour flight & ground school-aviation class SPHS $ 90.00 Yes
Wolter Builders Monetary donation towards publication of School District Calendar $1,000.00 Yes
Entitlements
Title Received 2003-04 Received 2004-05 Received 2005-06
Special Education Plan – Flow-Through $756,358 $879,427 $944,149
Special Education Plan – Preschool $ 33,836 $ 34,103 $ 34,301
Elementary & Secondary Education Act (ESEA) $488,337 $517,595 $537,419
Carl Perkins $ 30,520 $ 32,708 $ 29,877
Grants
Title Amount Received
Arts-in-Schools – Musical Connections-Dane County Cultural Affairs $ 3,000
Commission - LD
Learn and Serve America – Feeding the Mind, Body, and Soul $ 1,000
Learn and Serve America – Keeping It Up! $ 1,000
Learn and Serve America – Sewing to Serve $ 1,000
Parent and Communication Teams (PACT) Trainer-of-Trainers - LD $ 5,438
Community Child Care initiatives – Department of Workforce $16,336
Development - LD
Integrated Preschool Settings - LD $ 5,500
Student Alcohol & Other Drug Abuse Mini-Grant – Dance Troupe -LD $ 575
Best Buy Teach $ 2,500 gift card
We the People “Becoming American” Bookshelf $ 9,000
ATODA – Wis. Department of Public Instruction -LD $79,913
Noun and Adverb Mini Grant – Wis. Department of Public Instruction $ 1,200
Chapter 9 (Resources) 62
Dragon Club $ 620
Mentoring – Wis. Department of Public Instruction $ 9,375
SPARC (School, Parents and Reading Connection) – Dane County $ 500
Youth Commission
Alternative Education Program 2nd year of grant - LD $91,390
Altrusa-Play Group/Parent Group Project - LD $ 1,200
Arts-In-Schools – Dallas Brass Clinic and Concert – Dane County $ 2,000
Cultural Affairs commission
Pep Grant 2nd year of pep program $238,384
Chapter 9 (Resources) 63
Chapter 10
Report prepared by: Annette Mikula
School Board directive to report on substitute usage. The School Board requests annual data that
summarizes time that employees are engaging in activities outside of their normal day-to-day
assignment.
Substitute Usage 2003-2004 thru 2005-2006
CERTIFIED STAFF (SPEA)
FTE 426.65 452.15 494.50
2003-2004 2004-2005 2005-2006
MEDICAL REASONS
Illness 1,238 1378 1544
Medical Appointments 680 713 820
Worker's Compensation 5 40 7a
Family Medical/Child Rearing Leave 1,009 1454 2146 b
Disability Medical 57 110 444 c
Total Days 2,989 3,695 4961
AVERAGE PER EMPLOYEE 7.01 8.17 10.03
a. The district has seen a substantial decrease in the number of days missed as a result of worker's compensation injuries. The district
partnered with EMC our worker's compensation insurance provider to complete a detailed work analysis designed to identify
potential problems areas and helped in prevention.
b. As the district grows we are seeing an increase in the number of requests for Family Medical Leave. The main reasons are birth or
adoption of a child, individual‟s own medical illness, or the illness of an immediate family member.
c. This represent 9 employees who suffered from serious health conditions.
Chapter 10 (Substitute Usage) 64
PERSONAL REASONS
Personal Time 318 418 385
Emergency Leave/Funeral 131 97 168
Leave with out stated reason 191 143 146
Parent Teacher Conferences 25 25 18
Dock Time 98 77 116 d
Total Days 763 760 833
AVERAGE PER EMPLOYEE 1.79 1.68 1.68
d. Through collective bargaining measures the district has tried to limit the number of dock days that certified teachers are able to take.
We have successfully capped the number to ten days in any rolling five-year period. As the number of employees in the district
grows we are seeing an increase in the number of days taken, but the percentage has been fairly consistent.
2003-2004 2004-2005 2005-2006
PROFESSIONAL/STAFF DEVELOPMENT
Professional Development 1,296 1602 1949 e
Total Days 1,296 1602 1949
AVERAGE PER EMPLOYEE 3.04 3.54 3.94
e. See Chapter 11 for a detailed breakdown of staff development offerings
PUPIL SERVICES
IEP Meetings 240 160 147
Testing 93 82
Total Days 240 253 229 f
AVERAGE PER EMPLOYEE 0.56 0.56 0.46
f. As the number of children referred or receiving services in special education grows the number of meetings and required time for
testing has increased. Through the use of contracting with external diagnosticians when ever possible to complete initial testing we
have seen a decrease in the number of days that our own employees have needed to be out for testing.
Chapter 10 (Substitute Usage) 65
CURRICULUM/INSTRUCTION
Coordinator Time 13 5 6
Curriculum Hours 108 90 71
Kindergarten Visitation 22 21 30
Testing 52 30 94 g
Running Records 106 112 91
Total Days 326 258 292
AVERAGE PER EMPLOYEE 0.76 0.57 0.59
g. The number of testing days did significantly increase due to the significant increase in Federal mandated testing under NCLB.
COMMITTEES/MEETINGS
SPEA Meetings 27 22 0
Meetings 103 202 186
District Interview Teams 64 97 71
Total Days 194 321 257
AVERAGE PER EMPLOYEE 0.46 0.71 0.52
MISCELLANEOUS
Athletic Events 97 65 73
Extra Curricular Activities 20 26 41
Field Trips 347 392 474
Jury Duty 16 7 19
Other 116 78 379 h
Snow Day 73 14
District Directed Leave 44 67
Total Days 621 685 1067
AVERAGE PER EMPLOYEE 1.46 1.51 2.16
Chapter 10 (Substitute Usage) 66
h. The majority of these days were used when certified teachers filled in for administrators moved to cover family medical leaves
(Westside and Eastside). The other reasons include a teacher's participation in an international program, and several teacher's
leadership participation in state and national organizations (in most instances the sub costs are paid by the organizations).
CLASSIFIED STAFF (Local 60)
CLASSIFIED FTE 208.26 224.97 248.91
2003-2004 2004-2005 2005-2006
MEDICAL REASONS
Illness 972 834 1058
Medical Appointments 322 303 395
Family Medical Leave 372 295 379
Worker's Compensation 69 73 16
Disability Medical 9 41 171
Total Days 1,744 1546 2019
AVERAGE PER EMPLOYEE 8.37 6.87 8.11
PERSONAL REASONS
Emergency/Funeral Leave 78 76 114
Dock Time 186 240 349 I
Vacation Time 1,320 881 1020
261 Days 45
Personal Time 377 308 372
Total Days 1,961 1,505 1,900
AVERAGE PER EMPLOYEE 9.41 6.69 7.63
i. When classified employees are absent and still in their probationary period the only option they have is to take dock time. As we see
increased FTE and an increasing number of probationary employees with in local 60 we will continue to see increases in the number
of dock days that are processed.
Chapter 10 (Substitute Usage) 67
2003-2004 2004-2005 2005-2006
MISCELLANEOUS
District meetings 7 4 22
Conferences and Workshops 102 72 87
IEP Meetings 4 3 3
Testing (not IEP) 131
Jury Duty 13 1 10
Field Trips 27 23 25
Miscellaneous 41 34 316 j
Snow Day 100 1
Total Days 194 237 595
AVERAGE PER EMPLOYEE 0.93 1.05 2.39
j. Many of these days were used when a health assistant covered the family medical leave of the district nurse, and a vacant nurse
position. Other reasons include additional time that was needed for the conversion from the AS400 to Skyward, additional staffing
used for secretarial and clerical support, and additional staffing used for aides.
Narrative Analysis of Indicators
Included as footnotes in the data report.
Future Directions and Recommendations
As the district continues to grow and we have more employees we will continue to see upward trends in our time off usage. In analyzing the data it can
be seen that most of the time off is not employer driven or employer directed. The district will continue to work through the bargaining process to
control and or limit the amount of time that employees are schedule in activities outside of their normal work activities. One such goal would be to have
extra days added to the certified contract for professional development activities.
Chapter 10 (Substitute Usage) 68
Certified Staff Substitute Usage
2005-06
12%
3%
3%
Medical
2%
Personal
Professional/ Staff
52% Development
Pupil Services
20%
Curriculum/
Instruction
Committees/
Meetings
8% Miscellaneous
Chapter 10 (Substitute Usage) 69
Classified Staff Substitute Usage 2005-06
Medical
9%
Emergency
Leave
Dock Time
27%
50%
Staff
Development
Vacation Time
2%
9%
3% Personal
Time
Chapter 10 (Substitute Usage) 70
Chapter 11
Report prepared by: Nancy Nikolay
Report on Professional Development 2005-2006
The Sun Prairie Area School District‟s Staff Development Program is driven by the goals identified in the district‟s strategic plan. Support
is provided for teachers to work together in professional learning communities, examining the questions: What do we want students to
learn? How will we know they have learned it? What will we do if they haven’t learned it? (DuFour and Eaker) A variety of research-
based activities are utilized, including courses, workshops, data retreats, collegial study groups and mentoring.
Courses and workshops are designed to meet teachers‟ needs, connect to prior knowledge, and engage learners in the construction of
knowledge. Facilitators model best practices so that teachers will create similar educational experiences in their own classrooms.
Courses and workshops are ongoing in nature, to provide teachers opportunities to implement programs and strategies.
This year our K-5 teachers utilized 16 hours during Professional Development Thursdays to examine student data and explore best
practices in mathematics. The 6-12 teachers utilized the Professional Development Days to identify power standards/essential learning
for students, create assignments that align with the standards, and analyze student achievement data.
Our new teacher mentor program provided 2 full release mentors to work with 28 new teachers. The mentors met on a weekly basis
with the new teachers and conducted monthly classroom observations for the purpose of peer coaching. The district provides ongoing
training for both the mentors and the new teachers.
Throughout the year, employees participated in professional development that supports the mission of maximizing student learning.
(See the attached table for details.)
Initiatives for the 2006-07 school year
K-12 Best Practices in Literacy
3-5 Mathematical Concepts and Best Practice
K-5 Standards Based Grading
6-12 Power Standards/Common Assessments
K-12 Cultural Competence/Student Connectedness
K-12 Inclusion Practices/Differentiation
Chapter 11 (Staff Development) 71
*See page 75 for description of Levels
Title *Level Audience Teachers Support Hours per No. of Total Total Presenter Substitute Stipend/Fee Funding
Attending Staff Workshop Sessions Teacher Supp. Fee Cost Source
Attending Hours Staff
Hours
LITERACY
Breakthrough to Literacy 6.0 4 K 28 14 2 392 0 $ 8,120 $ 15,830 District
Kindergarten Literacy 2 K 27 7 1 189 0 $ 900 $ 3,915 Dist/Title II
K-2 Blue Folder 2 K-2 110 7 6 770 0 $ 5,040 $ 7,830 Dist/Title II
1-2 Literacy 2 1-2 59 21 6 1239 0 $ 5,400 $ 25,665 Dist/Title II
3-5 Literacy 2 3-5 83 28 12 2324 0 $ 18,000 $ 48,140 Dist/Title II
Reading in the Middle School 2 6-8 44 21 6 924 0 $ 9,000 $ 19,140 Dist/Title II
Reading in the Content Area for MS Educators 2 6-8 25 14 2 350 0 $ 3,000 $ 7,250 Dist/Title II
Read 180 3 5-8 8 28 4 224 0 $ 840 $ 4,640 Title I
Read 180 for High School 3 9-12 Spec.Ed. 5 14 2 70 0 $ 1,450 Flow Thru
Reading Strategies K - 2 1 K-2 43 7 1 0 301 $ 900 Flow Thru
Reading Strategies 3 - 12 1 3-12 47 7 1 0 329 $ 630 Flow Thru
Literacy Overview 1 Admin. 17 6 3 102 0 $ 900 District
Assess. & Instr. In Begin. Rdg. (DIBELS) 2 K-2 10 15 8 150 0 $ 5,000 District
Cris Tovani Reading Group 2 K-5 10 9 4 90 0 $ 270 District
Implementing Reading and Writing in Primary Grades 2 K-2 27 2 1 54 0 $ 60 District
6+1 Writing Traits 2 1-6 7 12 6 84 0 $ 2,160 District
Book Study: The Art of Teaching Reading 2 K-5 8 2 3 16 0 $ 540 District
Dir. Instr. Wkshp Ser/Rdg Mastery 1 & 2 2 K-2 6 12 3 72 0 $ 553 Flow Thru
Dir. Instr. Wkshp Ser/Corrective Redg - Decoding 2 3-6 2 6 1 12 0 $ 553 Flow Thru
Dir. Instr. Wkshp Ser/Rdg Mast. Plus (Levels 3 & 4) 2 6-12 6 6 1 36 0 $ 553 Flow Thru
Early Reading Empowerment (ERE) 3 K-5 19 90 30 1710 0 $ 1,598 $ 25,705 District
Introduction: How to Take a Running Record 4 K-3 2 1.5 1 3 0 $ 135
Total 503 90 329.5 104 8811 630 $ 56,032 $ 126,150 $ 41,535
CURRICULUM & INSTRUCTION
Introduction to Handwriting Without Tears 2 K-5 22 2 2 2 44 4 $ 200 District
High School Power standards 2 9-12 136 7 1 952 0 $ 2,400 District
Middle School Power standards 2 6-8 140 3.5 1 490 0 District
Differentiation of Instruction & Active Learning 2 K-12 8 28 4 224 0 $ 3,390 $ 4,640 District
Grant Writing for Teachers 2 K-12 16 2 1 32 0 $ 180 District
Learning and the Brain 2 K-12 16 15 1 240 0 $ 750 District
The Teenage Brain: A Work in Progress 2 K-12 21 15 2 315 0 $ 1,129 District
Life Skills Booster 2 K-12 17 2.5 1 43 0 $ 1,232 Title IV
Life Skills Training 2 K-12 4 7 1 28 0 $ 580 Title IV
Making the Most of our Library Resources 2 K-12 10 2 1 20 0 $ 180 District
Grading Gdlns. For a Standards Based System 2 K-12 21 7.5 5 158 0 $ 630 District
Memory and the Power of Transfer 2 K-12 18 15 2 270 0 $ 1,129 District
Overview of the Keyboarding Curr 2 3-5 6 2 2 12 0 $ 360 District
Support for Using Grade Book (IGPro) Intro to Grd Bk 2 6-12 34 2 3 68 0 $ 540 District
Support for Using Grade Book (IGPro) GrdBk&EndQtr 2 6-12 25 2 2 50 0 $ 360 District
Support for Using Grade Book (IGPro) GrdBk&PrgRpt 2 6-12 31 2 3 62 0 $ 540 District
WebGrader Training 2 K-12 62 6 2 372 0 $ 8,990 District
16 2 4 32 0 $ 1,160 District
Total 603 2 123 38 3412 4 $ 11,788 $ 16,602 $ -
Chapter 11 (Staff Development) 72
Title *Level Audience Teachers Support Hours per No. of Total Total Presenter Substitute Stipend/Fee Funding
Attending Staff Workshop Sessions Teacher Supp. Fee Cost Source
Attending Hours Staff
Hours
ASSESSMENT
MAP 3 51 3.5 4 179 0 $ Dist/TitleV
1,885
Book Study: Classroom Assessment 2 K-5 6 8 4 48 0 District
I have RIT scores & Lexiles for my students…now what? 3 K-12 Spec Ed 10 2 2 20 0 District
Scoring Reading Indicator Assessments 3 10 16 2 160 0 $ District
2,900
Total 77 29.5 12 407 0 $ - $ 4,785 $ -
MATH
Professional Development Thursdays: Math Inservices 2 PreK-5 220 16 8 3520 0 $ Dist/Title II
18,000
Algebra in the Elementary Classroom 3 K-5 13 15 5 195 0 $ 1,500 Title II
Math Training for Eastside Elementary Teachers 3 K-5 18 3.5 2 63 0 ES Grant
CGI Math: Session 1 3 K-5 17 15 5 255 0 $ 1,500 Title II
CGI Math: Session 2 3 K-5 7 15 5 105 0 $ 1,500 Title II
Co-TchMath: SpecEd & RegEd…Inclusive Setting 2 K-5 17 2 1 34 0 $ 360 Flow Thru
Math Trailblazers Support - Kindergarten 2 K 6 10 5 60 0 $ 900 District
Math Trailblazers Support - 1st Grade 2 1 3 6 3 18 0 $ 540 District
Math Trailblazers Support - 2nd Grade 2 2 2 6 3 12 0 $ 540 District
Total 303 88.5 37 4262 0 $ 24,840 $ - $ -
INCLUSION
Spec. Ed. Forms Mgr. Software Training (OASYS) 2 112 3 8 336 0 $ 5,000 $ 4,132 Flow Thru
OASYS Follow-up Support for Spec. Ed. 2 12 2 1 24 0 Flow Thru
Essential Facilitation for IEP Team Meetings 2 21 14 2 294 0 $ 15,884 $ 3,190 Flow Thru
Func. Behav. Assess. & Behav. Intervention Plans 2 10 7 1 70 0 UW Grant
Inclusion Study Group 2 8 6 6 48 0 $ 540 Flow Thru
Mtg Needs of Children w/Autism-Adolescence 2 25 6 1 150 0 Flow Thru
Mtg Needs of Children w/Autism-Challenging Behaviors 2 39 6 1 234 0 Flow Thru
Mtg Needs of Children w/Autism-Inc. Classroom 2 39 6 1 234 0 Flow Thru
Non-Violent Crisis Intervention 2 26 7 2 182 0 Flow Thru
Schools of HOPE Training 2 9 1.5 1 14 0 Flow Thru
2 27 7 1 189 0 Flow Thru
Sensory Integration I 2 11 5 2 1 22 10 $ 240 Flow Thru
Sensory Integration II 2 11 3 2 1 22 6 $ 240 Flow Thru
Student Records and Confidentiality 2 11 4 1 44 0 DPI
Understanding and Responding to Students w. 2 177 3 6 0 531 $ 2,500 $ 3,408 Flow Thru
Challenging
Behavior Flow Thru
Using Visuals to Support Students on the Autism Spec. 2 19 10 2 1 38 20 Flow Thru
PACT - Parents and Communication Team 2 2 1.5 1 3 0 Flow Thru
Writing Standards Based IEP's 2 7 2 1 14 0 Flow Thru
Total 389 195 82 37 1918 567 $ 24,404 $ 10,730 $ -
Chapter 11 (Staff Development) 73
Title *Level Audience Teachers Support Hours per No. of Total Total Presenter Substitute Stipend/Fee Funding
Attending Staff Workshop Sessions Teacher Supp. Fee Cost Source
Attending Hours Staff
Hours
NEW TEACHER MENTOR PROJECT
New Teacher Orientation 1 K-12 77 14 2 14
Breakthrough to Literacy for New Teachers 4 3 14 2 42 0 District
3-5 Literacy Curriculum Overview for New Teachers 1 3-5 14 8 1 112 0 $ 2,160 Title II
K-2 Math&Lit. Curricula Overview for New Teachers 1 11 8 1 88 0 $ 1,440 Title II
3-5 Math Curriculum Overview for New Teachers 1 3-5 14 4 1 56 0 $ 1,080 Title II
New Teacher Ongoing Support 4 28 12 8 336 0 $ 1,740 Title II
Total 147 60 15 648 0 $ 4,680 $ 1,740 $ -
CONNECTEDNESS
TRIBES: Together a New Way of Learning & Being 2 20 30 4 600 0 $ 2,258 ATODA
Gangs 2 42 40 2 1 84 80 ATODA
Middle School Gangs 2 6-8 140 3.5 1 490 0 ATODA
Peaceful Playgrounds 2 23 6 2 138 0
Student Assist. Program Group Facilitator Training 3 9 21 3 189 0 $ 2,250 ATODA
Student Assist. Program Group Facilitator Training 3 13 7 1 91 0 $ 750 $ 1,015 ATODA
Total 247 40 69.5 12 1592 80 $ 5,258 $ 1,015 $ -
CULTURAL COMPETENCE
Opening Day Speaker 1 K-12 800 1 1 $ 3,500 Flow Thru
Leadership Training in Cultural Competence 2 Admin. 25 14 3 350 0 $ 7,500 FT/Dist/II
Study Circles: A Study in Race Relations 2 8 14 7 112 0 $ 540 District
The Multicultural Classroom 2 32 8 16 256 0 $ 720 District
Spanish I 3 26 18 12 468 0 $ 4,440 District
Spanish II 3 9 18 6 162 0 $ 2,549 District
Total 900 0 73 45 1348 0 $ 19,249 $ - $ -
ASSISTIVE TECHNOLOGY
Advanced Boardmaker 2 K-12 4 2 1 8 0 $ 180 Flow Thru
Draft Builder 2 K-12 14 2 1 28 0 $ 180 Flow Thru
Dragon Naturally Speaking 2 K-12 5 2 1 10 0 $ 180 Flow Thru
Earobics 2 K-12 4 2 1 8 0 $ 180 Flow Thru
Augmentative Communication Overview 2 K-12 2 2 1 4 0 $ 180 Flow Thru
Beginning Boardmaker 2 K-12 7 2 1 14 0 $ 180 Flow Thru
Chat PC 2 K-12 7 2 1 14 0 $ 180 Flow Thru
Geometer's Sketchpad 2 K-12 11 2 1 22 0 $ 180 Flow Thru
K-12 11 2 1 22 0 $ 180 Flow Thru
Kurzweil 2 K-12 4 2 1 8 0 $ 180 Flow Thru
Picture Communication Systems 2 K-12 27 2 1 54 0 $ 180 Flow Thru
Screen Reader, AlphaSmarts & Dana's 2 K-12 4 2 1 8 0 $ 180 Flow Thru
Symbols 2000 2 K-12 4 2 1 8 0 $ 180 Flow Thru
Write Out Loud and CoWriter 2 K-12 3 2 1 6 0 $ 180 Flow Thru
Total 107 0 28 14 214 0 $ 2,520 $ - $ -
Chapter 11 (Staff Development) 74
Title Level Audience Teachers Support Hours per No. of Total Total Presenter Substitute Stipend/Fee Funding
Attending Staff Workshop Sessions Teacher Supp. Fee Cost Source
Attending Hours Staff
Hours
TECHNOLOGY
Typing Tutor Software 2 K-12 3 2 1 6 0 $ 180 Dist/IID
Advanced Word 3 K-12 3 4 1 0 12 $ 360 Dist/IID
Integrating Word 3 K-12 16 8 8 128 0 $ 840 Dist/IID
Chat PC 2 K-12 7 0 2 1 14 0 $ 180 Dist/IID
Classxp 2 K-12 6 0 2 1 12 0 $ 180 Dist/IID
Creating Newsletters for Publisher 2000 2 K-12 4 2 2 1 8 4 $ 180 Dist/IID
GroupWise 2 K-12 22 2 2 0 44 $ 180 Dist/IID
Introduction to Powerpoint 2 K-12 17 4 2 2 34 8 $ 180 Dist/IID
Increasing Student Learning - Publisher/Digital Camera 2 K-12 5 1 2 1 10 2 $ 180 Dist/IID
Introduction to Publisher 2 K-12 6 3 2 1 12 6 $ 180 Dist/IID
Publisher 3 K-12 8 2 1 16 0 $ 180 Dist/IID
Introduction to the Internet 2 K-12 4 2 2 1 8 4 $ 180 Dist/IID
SASI New User 2 K-12 16 3 1 48 0 $ 270 Dist/IID
SASI Query I 2 K-12 5 2 1 10 0 $ 180 Dist/IID
SASI Query II 2 K-12 2 2 1 4 0 $ 180 Dist/IID
SASI Brush-Up/SASI Advanced User 3 K-12 4 2 1 8 0 $ 180 Dist/IID
SASI User Group 3 K-12 10 6 1 0 60 $ 540 Dist/IID
Introduction to Web Page Design 2 K-12 39 6 15 234 0 $ 1,260 Dist/IID
Web Page Design Follow-up 2 K-12 13 2 2 26 0 $ 180 Dist/IID
KidPix Deluxe Version 4 2 K-12 4 2 1 8 0 $ 180 Dist/IID
Online Resources for 6 - 12 Teachers 2 6-12 11 2 1 22 0 $ 180 Dist/IID
Windows Accessability Features 2 K-12 6 2 1 12 0 $ 180 Dist/IID
Total 176 47 61 46 620 140 $ 6,330 $ - $ -
MEDICAL
CPR Certification 2 K-12 22 12 4 3 88 48 $ 1,915 District
CPR Recertification 2 K-12 13 23 3 3 39 69 District
Medication Administration 2 K-12 2 1 1 0 2 District
Bloodborne Pathogen Exposure Control Plan 2 K-12 34 39 1 5 34 39 District
Red Cross First Aid Training 2 K-12 27 10 4 3 108 40 $ 900 District
TOTAL 96 86 13 15 269 198 $ 2,815 $ - $ -
GRAND TOTAL 3,548 460 957 375 23,501 1,619 $ 157,915 $ 161,022 $ 41,535
Level 1: Developing Awareness - (Elicits thoughtful questioning from teachers concerning new information during beginning phases of change)
Level 2: Building Knowledge - (Deepen understanding of content and instructional practices)
Level 3: Translating Knowledge into Practice - (Translate new knowledge into practice by engaging in planning instruction and improving teaching)
Level 4: Implementing New Approaches and Deepening Understanding - (Learn by using/practicing a new approach with students)
Italicized/Shaded = Required
Bold = Elective
Chapter 11 (Staff Development) 75
