Dahmen Hibner President, MCPASD Board of Education
The Strategy Map serves as our blueprint for the success of our students, staff, families, and community. As your Board of Education, we are dedicated to ensuring that the District and administration deliver on the goals outlined in this plan every year.
We provide oversight, support, and accountability, always guided by our commitment to equity, innovation, and excellence. This report is an opportunity to share our progress and celebrate the collective efforts that make these goals a reality.
Thank you for being part of this journey. Together, we are building a brighter future.
Sincerely,
Sheila D. Hibner
Sheila Dahmen Hibner, School Board President On behalf of the MCPASD Board of Education
BOARD OF EDUCATION
Bartlett Durand
Board Member - Area V kemperd@mcpasd.k12.wi.us
Bob Green
Vice President - Area II bobg@mcpasd.k12.wi.us
Bob Hesselbein
Board Member - Area IV roberth@mcpasd.k12.wi.us
Catherine Kells Treasurer - Area II catherinek@mcpasd.k12.wi.us
Katie Frank
Board Member - Area IV kathrynf@mcpasd.k12.wi.us
Marni Ginsberg
Board Member - Area IV marniashag@mcpasd.k12.wi.us
Sheila Dahmen Hibner President - Area I shibner@mcpasd.k12.wi.us
Tabitha Hansen
Clerk - Area III tabithah@mcpasd.k12.wi.us
Jim Coursey
Board MemberArea IV jamesc@mcpasd.k12.wi.us
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A MESSAGE FROM THE SUPERINTENDENT
MCPASD Community,
At the start of each school year, we release our Strategy Map—a comprehensive guide outlining our core beliefs, commitments, and focus areas for the school year—to our families and staff. It serves as our blueprint for providing an exceptional educational experience for every student, staff member, and family in our District, underscoring our dedication to educational equity and excellence.
Our commitment extends beyond planning and documentation. Throughout the year, we actively pursue our strategic goals and share updates during our Board of Education meetings. However, we recognize that approximately 70% of our stakeholders—taxpayers and community members— are not directly affiliated with our schools. It is crucial that you, too, are informed about our District’s initiatives and progress.
In light of this, we are excited to introduce this new publication, which will serve as a platform to keep you updated on our progress, to share our achievements, and to engage with you on our journey toward realizing our District’s mission and vision. We will share this report with you every spring, providing transparency and updates on our advancements until each goal is achieved.
Thank you for your continued support. We look forward to keeping you informed and involved.
Sincerely,
Dr. Dana E. Monogue
Dr. Dana E. Monogue Superintendent
Disclaimer: The content of this report was finalized in mid-February 2025. Given the extensive process and timeline required for printing, some of the goals and information within may have evolved. We appreciate your understanding and continued support.
Dr. Dana E. Monogue Superintendent
A DISTRICT WHERE STUDENTS
BELONG AND THRIVE
Wewant all of our students to have a positive and rewarding experience in our District in both their academic and extracurricular pursuits. Because we know that each student has unique gifts, talents, and needs, we strive to personalize students’ learning experiences. Our educators understand the impact they have on the lives of our students and work every day to make a positive difference in their lives. Our Board of Education is focused on student achievement and the District’s ability to effectively meet the needs of all students.
BOARD GOAL FOR THE DISTRICT:
1. The District will analyze student achievement outcomes and prioritize a focus area for the next five years to ensure that reading proficiency for all students is at or above grade level.
DISTRICT GOALS:
1. Every educator will use effective literacy practices that are culturally and linguistically responsive so that 85% of our students achieve the following by the 2025–2026 school year:
● reading proficiency by the end of third grade as measured by the Wisconsin Forward Examination
● reading proficiency by the end of eighth grade as measured by the Wisconsin Forward Examination
● ACT reading score of 22 These practices will be validated through the Educator Effectiveness Evaluation process.
2. Every student will graduate with their respective class by the end of the 2024–2025 school year.
PRIORITIES:
1. Implementation of literacy/biliteracy curriculum and professional learning.
2. Continued implementation of Multi-Layered Systems of Support (MLSS).
3. Implementation of special education program evaluation action plan:
● definition of inclusion philosophy
● service delivery and programming options
● collaboration and effective teaming
4. Middle school master schedule review and revision by December 20, 2024.
DISTRICT GOAL
A PERSONALIZED APPROACH TO STUDENT ATTENDANCE
Introducing the Support Matrix
Chronic absenteeism is a nationwide challenge, affecting 26% of high school students as of December 2024 (National Assessment Governing Board). While our high schools are below the national average at 22%, we are determined to reduce this number and to ensure that every student has the opportunity to succeed. This year, high school staff are using a new personalized tool called the Support Matrix to help students cross attendance barriers.
The Support Matrix analyzes factors like attendance and behavior to identify effective interventions. Absences are a result of a multitude of factors that are often out of students’ control, including illness and family vacations.
“Our goal is to ensure that all students have the resources they need to stay engaged and to graduate on time. With the Support Matrix, we are working to foster a culture of care, breaking down barriers and building a foundation for student success,” said Middleton High School Dean of Students Erik Johnson.
By addressing hurdles such as transportation needs, mental health, and social connections, the Support Matrix allows schools to provide tailored support.
PRIORITY - 1
Implementation of literacy/biliteracy curriculum and professional learning.
A STRUCTURED LITERACY/BILITERACY APPROACH
At the start of the 2024–2025 school year, MCPASD adopted a new approach to literacy and biliteracy instruction for kindergarten through eighth grade. This structured approach aligns with Act 20, a state law designed to ensure that all public school students are proficient readers by the end of third grade.
What Is the Structured Literacy Approach?
Structured Literacy is a systematic approach to teaching reading and writing skills. It focuses on building foundational skills in a logical sequence, starting with phonology (the study of sound patterns in language), phonemic awareness (the ability to recognize and manipulate individual sounds), and phonics (the relationship between sounds and their written representations). This method sets expectations and goals for students at every grade level. Additionally, compliance with Act 20 mandates the development of personalized reading plans for students performing in the 25th percentile or below and ongoing progress monitoring to ensure improvement.
This initiative also complements MCPASD’s Multi-Layered Systems of Support (MLSS) framework, which identifies and addresses students who may need additional help either academically or socially. Act 20’s provisions allow for even more focused intervention to help these students succeed.
With Structured Literacy, teachers and instructional staff continually participate in professional development sessions to ensure that they are well-equipped to implement the new system effectively. Instructional coaches, principals, interventionists, and teacher teams collaborate weekly to analyze student data and develop instructional plans tailored to individual student needs. New curricular resources have been key to supporting this transition. Grades K–5 are using myView Literacy and miVisión, and grades 6–8 are using myPerspectives. These curricular tools provide teachers with teaching materials, authentic literature, strategies, and training to implement the Structured Literacy approach.
Looking Ahead
We closely monitor student understanding and engagement. Tools such as Star Reading, aimswebPlus, and other curriculum assessments enable teachers, grade-level teams, and administrators to identify and address student needs at the classroom and individual level. District-wide trends, identified through largescale data analysis, inform ongoing efforts to refine and enhance literacy instruction.
By prioritizing science-based structured methods and fostering collaboration among staff, MCPASD is making strides in literacy development. These efforts ensure that all students have the opportunity to become confident and proficient readers.
2023–2024 Wisconsin Forward
Our students continue to show steady growth in proficiency rates.
On the 2023–2024 Wisconsin Forward Exam, 70% of our students achieved proficiency in English language arts (ELA), exceeding the state average of 51%. We remain focused on ensuring that all students meet and exceed state standards, with particular attention to supporting marginalized students.
MULTI-LAYERED SYSTEMS OF SUPPORT
Building a Framework for Student Success
Every student’s journey to success is unique, and our comprehensive MLSS framework is designed to ensure that all learners have the resources they need to thrive. MLSS addresses both the academic and social-emotional needs of students through gradelevel standards-aligned instruction, universal screening, data-driven decision-making, and collaborative action planning. What sets MLSS apart is its emphasis on teamwork, fostering strong partnerships among staff and students to create a welcoming and adaptive learning environment.
By tracking and analyzing data, MLSS continues to evolve to meet the changing needs of our students, ensuring that they receive personalized support.
PRIORITY - 3
Implementation of special education program evaluation action plan:
● definition of inclusion philosophy
● service delivery and programming options
● collaboration and effective teaming
CHECK-IN WITH SPECIAL EDUCATION Reflecting Back to Move Forward
The Special Education Department has made strides to enhance support for students by evaluating its systems and procedures. During the 2023–2024 school year, the department partnered with a research and development company called WestEd to complete an external evaluation. The team conducted surveys, interviews, and workgroups with special education and general education staff, administration, paraeducators, and families. They also made site visits to highlight our strengths and areas for growth. This collaboration aimed to identify ways to strengthen the system and better address the diverse needs of students.
This work highlighted the need for specialized training and coaching for all staff groups. This school year, training has primarily focused on special education educators, covering topics such as specially designed instruction, goal writing, and progress monitoring, as well as supporting the implementation of the new literacy and biliteracy curriculum.
In addition, our paraeducators engage in training specific to special education. The team has created an internal procedural manual and continues to work with WestEd to expand coteaching training at the high school level. These efforts reflect the District’s commitment to fostering collaboration across departments to support every student’s success.
PRIORITY - 4
Middle school master schedule review and revision by December 20, 2024.
MIDDLE SCHOOL SCHEDULE CHANGES
Maximizing Learning and Instructional Time
Beginning in the 2025–2026 school year, our middle schools will extend instructional time by 10 minutes for math and English language arts (ELA) to meet updated curriculum requirements. Each course will now be in session for 55 minutes each day.
These adjustments will give students more time to engage deeply with math and ELA content, and will provide opportunities for them to ask questions, master material, and meet curriculum time standards. Finalized school schedules will be available later this school year.
A DISTRICT WHERE STAFF ARE
EMPOWERED AND SUPPORTED
Wewant our employees to find meaning and purpose in their work. We want them to feel respected and empowered to do great work for our students, and families, and for one another. We recognize the positive impact of talented staff in our schools. We remain committed to our talent attraction and retention efforts and our need to employ staff that represent the demographics of our student body.
BOARD GOAL FOR THE DISTRICT:
1. Increase the number of staff of color in all employee groups until our staff demographics at least match our District demographics.
2. Achieve a 90% retention rate in all employee groups.
DISTRICT GOALS:
1. Increase the percentage of teachers who identify as BIPOC (Black, Indigenous, People of Color) to 7% by the beginning of the 2024–2025 school year.
2. Maintain a 95% retention rate of staff who identify as BIPOC by the end of the 2024–2025 school year.
PRIORITIES:
1. Convene a noncertified compensation committee to recommend a formalized compensation structure.
2. Evaluate the process for receiving staff feedback, and implement a formalized feedback system.
3. Create a process to analyze supplemental compensation.
4. Continue the benefits workgroup for long-range health insurance planning.
5. Continue the development of the certified staff compensation model.
6. Implement the three-year retention and recruitment plan.
DISTRICT GOAL
CREATING A STRONGER, MORE INCLUSIVE COMMUNITY AT MCPASD
Teacher Sasha Casper, a BIPOC (Black, Indigenous, People of Color) educator at Northside Elementary, vividly remembers the day one of her students told her, “I’ve never had a brown teacher before.” The comment stayed with her, sparking a moment of reflection. As she processed the significance, she noticed that her white students were also paying attention, curious, and thoughtful. “What do you think?” she asked the student. With a smile, the student replied, “It’s good,” expressing that they liked having a brown teacher.
Moments like this are why Sasha values her role as a BIPOC educator in our District. “It’s so important for students of color to see teachers who look like them, and it’s just as important for white students. Representation broadens perspectives for everyone,” she shared. Sasha also credits the District’s BIPOC affinity group for creating a space where staff of color can connect and feel supported. “I love that we have this. It’s a space where our voices are heard, valued, and understood. While my white colleagues hear and value my voice, there is an element of understanding that is missing that I get from this affinity group.”
Tony Dugas, Director of Student, Family, and Staff Engagement, emphasized the importance of these efforts. “Representation matters, but we need to keep pushing forward. Many of our staff of color never had a Black teacher themselves, and that highlights just how critical this work is,” he said. “While recruiting staff of color is essential, our commitment goes deeper—we’re building a District culture where diverse educators feel valued and can thrive. By strengthening our community and celebrating diverse perspectives, we’re creating an environment where every staff member can bring their full, authentic self to work. This enriches the educational experience for all our students and staff, making our schools stronger together.”
Beyond recruitment and retention, our District is deeply focused on creating authentic connections with families and ensuring that all staff have the support and opportunities they need to thrive. Programs like Grow Your Own (which you can learn more about on page 13 in this report) and listening sessions with staff and students help to ensure that these efforts are meaningful and sustainable. These initiatives are about more than just checklists; they are about fostering real change that impacts lives.
While we are proud of the strides we’ve made, we know there is still much work ahead. We remain committed to building coalitions, fostering connections that honor the identities of our staff and families, and reimagining systems to ensure equity. Together, we are creating a District where diversity is celebrated and everyone has the opportunity to make a meaningful impact.
97.6%
For staff of color, the retention rate in 2024 was 97.58%, up from 97.4% in 2023. This shows a strong retention of BIPOC staff.
7.44%
One of the District’s goals was to increase the percentage of teachers who identify as BIPOC to 7% by the 2024–2025 school year. This goal was met, with 7.44% of certified staff identifying as BIPOC in 2024, compared to 5.61% in 2023.
28.4%
The percentage of newly hired staff of color increased significantly, with 28.42% of total staff in 2024 being BIPOC, compared to 20.26% in 2023.
PRIORITY - 1
Convene a noncertified compensation committee to recommend a formalized compensation structure.
DISTRICT FORMS NONCERTIFIED COMPENSATION COMMITTEE TO DEVELOP EQUITABLE PAY STRUCTURE
The District has engaged a small group of paraeducators to work on the development of a compensation model that recognizes years of service and different roles of paraeducators in the District.
We have also collected feedback from all noncertified positions, including paraeducators, custodial staff, administrative support, food service workers, and other essential roles, on what compensation looks like to them. We are developing a compensation model for each of the different noncertified employee groups that recognizes the specific work requirements and skills required for those positions, using data from surrounding Dane County school districts.
Our goal is to have all noncertified staff compensation models established by July 1, 2025.
PRIORITY - 3
Create a process to analyze supplemental compensation.
PRIORITY - 2
Evaluate the process for receiving staff feedback, and implement a formalized feedback system.
STRENGTHENING STAFF SUPPORT THROUGH IMPROVED FEEDBACK SYSTEMS
With leadership from Dr. Barb Buffington, Director of Employee Services, and Sherry Smith, Talent Recruitment and Retention Coordinator, the District is making meaningful strides in recruiting and retaining talented staff to support student success. These efforts have helped increase our overall staff retention to 91.74%, reflecting our commitment to retaining skilled educators and staff who directly impact our students.
Our goal is to not only retain our talented staff but also attract the best in the field. By creating a supportive and inclusive environment, we ensure that every team member feels valued and empowered to contribute to our students’ success.
Dr. Barb Buffington, Director of Employee Services
We have implemented open interview events, attended career fairs, provided one-year licenses for hard-to-fill positions, and adjusted salaries to stay competitive. Additionally, initiatives like climate and culture surveys, HR listening sessions, and expanded professional development opportunities are creating a more supportive and engaging work environment. While challenges remain in the areas of support staff retention and substitute fill rates, our progress shows a strong commitment to building an inclusive, dedicated team.
ENHANCING EMPLOYEE RETENTION THROUGH COMPETITIVE SUPPLEMENTAL COMPENSATION
Work is ongoing to define the scope and objectives of supplemental compensation, which refers to extra pay beyond a regular salary, such as bonuses, overtime, or stipends. This work includes gathering data from surrounding Dane County school districts, categorizing and benchmarking various types of supplemental pay, conducting an equity and impact assessment, and performing a cost analysis and budget review. The process will also identify trends and best practices to ensure competitive and equitable compensation structures.
PRIORITY - 4
Continue the benefits workgroup for long-range health insurance planning.
EVALUATING
AND ENHANCING EMPLOYEE HEALTHCARE BENEFITS
A Health Insurance Committee is actively analyzing the District’s current healthcare benefits and developing recommendations for improvement. This committee includes representatives from various employee groups to ensure diverse input.
The District also continues to monitor benefit trends in other Dane County school districts to assess their impact on staff and to maintain competitive offerings.
PRIORITY - 5
Continue the development of the certified staff compensation model.
DISTRICT ADVANCES A CERTIFIED STAFF COMPENSATION MODEL
The District remains committed to advancing the development of a certified staff compensation model that supports recruitment, retention, and equitable recognition of professional educators.
The Certified Staff Compensation Committee resumed meetings in March of 2025 to review the outcomes of the comprehensive plan that was approved for the 2024–2025 school year. This ongoing process aims to continue to establish a fair and transparent structure that reflects market competitiveness while addressing the diverse needs and expertise of certified staff. By engaging stakeholders, analyzing comparative data, and considering feedback from staff members, the District seeks to create a compensation model that aligns with its core values and strategic priorities. This initiative underscores the District’s dedication to fostering a supportive and rewarding work environment that ultimately enhances educational outcomes for all students.
I’m beyond grateful for the updated staff compensation model because it has been a game changer for me. The additional funds have allowed me a greater sense of financial security and opportunity to better plan for my future!
— Joseph Bins, School Counselor
PRIORITY - 6
Implement the three-year retention and recruitment plan.
STRONG PROGRESS IN RETENTION AND RECRUITMENT INITIATIVES
Our District continues to make significant strides with our three-year retention and recruitment plan. The MCPASD Grow Your Own (GYO) program, designed to recruit and develop staff with diverse backgrounds and experiences, has been highly successful in enriching our school community. Each year, the District selects qualified staff members for the program, and we are proud to share that we currently have seven staff members actively participating.
In addition to the GYO program, we have established valuable partnerships to further our diversification efforts. One notable partnership is with the Black Men Coalition, which has been instrumental in supporting our goal of creating a more inclusive educational environment. Our Employee Services Team remains proactive by conducting regular check-ins with new hires and student teachers to ensure that they are receiving the necessary support and resources to thrive in their roles.
Our commitment to diversity is further demonstrated through our participation in job fairs tailored to specific communities. We have taken part in events focused on the LGBTQIA+ community as well as recruitment events at the University of Wisconsin–Madison to attract a diverse range of talent. Additionally, we are in the process of establishing relationships with historically Black colleges and universities (HBCUs) to bolster our longterm recruitment goals.
These efforts are part of our comprehensive strategy to create a workforce that reflects the diversity of our student body and community. We believe that by investing in and supporting our staff, we are ultimately enhancing the educational experience for all students in our District.
The Grow Your Own program enables me to pursue my passion for serving others while continuing my journey as a lifelong learner.
— LaRon Ragsdale, School Counselor
Did You Know?
MCPASD won the prestigious 2025 Wisconsin State Journal Top Workplaces Award. This incredible honor highlights the District’s dedication to fostering a supportive, innovative, and inspiring work environment. Being named one of Madison’s top workplaces is a testament to the strong culture of collaboration and care that empowers employees to thrive and make a meaningful impact every day. MCPASD continues to set the standard as a leader in education and as an exceptional place to work!
A DISTRICT THAT IS
VALUED AND TRUSTED
We
value stakeholder feedback and involvement and know that community partnerships help us provide better service to those in our care. MCPASD is a premier school district in the state, and our reputation has helped the greater community to prosper and thrive. We understand the role we play in our community and want to continue to improve in all aspects of our operations. Our Board of Education adopted a sustainability resolution, and we now have an opportunity to create a systemic approach to bring these ideals to reality. Our community relies on us to be stewards of taxpayer monies and thoughtful in our resource allocations and decisionmaking processes. Therefore, we need to ensure efficiency and security in our fiscal operations.
BOARD GOAL FOR THE DISTRICT:
1. Develop and implement a stakeholder engagement process that provides the Board with consistent, timely, and actionable feedback from families, staff, and students.
2. Develop and implement a financial benchmark identification process that provides meaningful comparison data for community stakeholders.
DISTRICT GOALS:
1. Maintain fidelity to safety and security protocols and partnerships with law enforcement agencies.
2. Convene the Sustainability Committee with a charge to develop a comprehensive sustainability plan focused on environmental stewardship, operational excellence, and educational engagement by June 1, 2025.
PRIORITIES:
1. Develop a long-range capital improvement plan to include athletics and activities facilities.
2. Conduct a program evaluation of our 4K program.
3. Convene a workgroup charged with learning about Artificial Intelligence (AI) policy and practice implications for the District.
4. Facilitate a critical crisis event with local emergency responders by July 2025.
5. Maintain fidelity to safety training, exercises, and drill processes District-wide.
6. Rebrand/refresh District communication materials with an emphasis on enrollment marketing and talent attraction.
by the Numbers SUSTAINABILITY
DISTRICT GOAL
At MCPASD, we are all in when it comes to sustainability. Whether it’s adding our firstever electric school bus or getting students involved in hands-on projects like rain gardens, we’re making real changes that matter. Together with our staff, families, and students, we are working toward a big goal of using 100% renewable energy by 2035. Every step we take brings us closer to a greener future for everyone.
TRANSPORTATION
$200,000: Grant secured for the District’s first electric school bus
80 Students: Capacity of the ecofriendly Blue Bird All American bus
Mid-2025: When the electric bus will begin operation
1: Electric bus charger installed at the District’s Transportation Center
MILESTONES
2021: Sustainability resolution passed by the Board of Education
10 Schools: Recognized as Climate Champions by Dane County
99%: District lighting upgraded to energy-efficient LEDs
ENERGY GOALS
25%: Current energy sourced from solar power through a partnership with MGE
2035: Target year to meet 100% of energy needs with renewable energy
5 Schools: Plans for solar panel installations as part of McKinstry study—a comprehensive evaluation of renewable energy opportunities and energy efficiency
This isn’t just about reducing emissions or meeting renewable energy goals—it’s about teaching our students and community to care for the world we live in. Every step we take today helps to ensure a brighter, greener tomorrow.
Jerrud Rossing, Assistant Superintendent of Operations
District-wide: Energy efficiency upgrades, including retro-commissioning, to improve building performance
100+ Students: Engaged in sustainability projects like rain gardens & recycling programs
1 Committee: Dedicated Sustainability Committee guiding these efforts and incorporating community feedback
Energy Audit: Conducted Districtwide to identify new ways to improve energy efficiency and reduce costs
PRIORITY - 1
Develop a long-range capital improvement plan to include athletics and activities facilities.
BUILDING FOR THE FUTURE: ADVANCING SUSTAINABLE ATHLETICS AND ACTIVITIES FACILITIES
In partnership with McKinstry, the District has developed a comprehensive sustainability roadmap in support of our sustainability resolution. As part of this effort, McKinstry conducted an extensive walk-through of all District properties and produced a detailed condition report that evaluates the state of our buildings and equipment. Additionally, the District partnered with Rettler Corporation, EUA Architects, and Water Technology to perform a comprehensive assessment of all outdoor and indoor athletics facilities. These combined efforts will inform priorities and ensure that upgrades not only enhance functionality and support student activities but also advance environmental stewardship and longterm efficiency.
THE POWER OF 4K
“Students with a 4K experience come in with more confidence and a stronger ability to adapt to the new environment of kindergarten,” said Jenny Tollefson, kindergarten teacher at Elm Lawn Elementary School. “They know that the scheduled structure of the day is something to learn and rely on because of their time in 4K. They are often excited for what’s next in their school journey. Additionally, 4K allows students to form connections with friends that they’ve done a year of school with. As a result, kindergarten is more of a next step than a big unknown.”
PRIORITY - 2
Conduct a program evaluation of our 4K program.
BUILDING A STRONGER 4K PROGRAM
Exploring Full-Day Options to Better Support Families and Early Learning
The MCPASD 4K program evaluation is in progress, and the District has been analyzing data and gathering feedback from families to guide our next steps. Our data shows that while the percentage of MCPASD students attending 4K has remained consistent over time, it is lower compared to neighboring districts. Families who have chosen not to enroll have often cited the need for full-time childcare or a preference for private programs as key reasons.
To better meet the needs of our families, MCPASD is planning to pilot a full-day 4K program at two attendance areas in the 2026–2027 school year. Our commitment to providing more flexible options and expanding access to high-quality early learning experiences remains strong.
Moving forward, the District will continue to seek input from families through surveys and focus groups, while evaluating key factors such as transportation, space, and budget. Our goal is to support our youngest learners and their families by addressing their needs and providing a strong foundation for future success.
The District will release more detailed information about the two selected attendance areas for the pilot program as it becomes available.
PRIORITY - 3
Convene a workgroup charged with learning about Artificial Intelligence (AI) policy and practice implications for the District.
TEACHING SMARTER: A NEW ERA IN EDUCATION
It’s a typical morning at Sunset Ridge Elementary, but what’s happening in Christopher Rago’s third-grade classroom is far from ordinary. His students are immersed in a lesson about Everglades National Park, complete with vivid wildlife images and intriguing facts. The catch? This lesson took him just one minute to create.
Thanks to BRISK AI, lesson prep that used to take 30 minutes— like crafting a PowerPoint filled with photos and facts—now happens faster than brewing a cup of coffee.
“AI has been a revelation,” Rago shared. “Even teachers who were initially skeptical are now excited to use it. When they saw how much time it saved, it garnered great interest in learning how to use it. Today, many of our staff are either using BRISK AI or are interested in learning more about it to create materials.”
Rago explained the impact: “Slideshows that once took half an hour are ready in a minute. Worksheets that required 20 minutes to an hour are done instantly. It’s a total game changer.” He said that AI is the ultimate assistant teacher, adding, “I heard a great quote: ‘AI won’t take jobs; it will replace people who don’t know how to use it.’”
This groundbreaking technology isn’t just about speed; it’s transforming the educational landscape. Teachers are using the time saved to focus on other important tasks, like providing oneon-one support to students and finding new ways to engage them. Teachers also review all AI-generated materials to ensure that they are accurate, appropriate, and align with curriculum standards.
Director of Technology Services Brian Miles and the District’s AI Workgroup are ensuring that these advancements are implemented responsibly. The workgroup is tackling big questions, like How can AI enhance learning while protecting student privacy? and How do
schools use AI ethically? Their goal is clear: Leverage opportunities while addressing the risks.
“AI brings enormous potential but also challenges,” said Miles. “Our focus is on maximizing its benefits while safeguarding data and academic integrity.”
The workgroup has rolled out District-wide policies, privacy safeguards, and responsible use practices. Over 200 educators, including those at Sunset Ridge Elementary and Middleton High School, are already using BRISK AI to customize lessons, provide feedback, and adapt materials to student needs.
“Educators want AI to help with daily tasks but not at the expense of student safety,” said Miles. “We’re rigorously testing these tools to ensure that they meet our standards.”
The workgroup plans to host an information night for parents and guardians to address concerns and gather input. Transparency is key, and open communication ensures that the District embraces AI responsibly.
Through training programs, strict data privacy measures, and community involvement, the workgroup is crafting a framework that balances innovation with caution. The goal is to make sure AI enhances learning while staying true to the District’s values.
For teachers like Christopher Rago, BRISK AI is more than a tool— it’s a revolution. With prep time drastically reduced, he can focus on what truly matters: inspiring his students, spending more time with them individually, and exploring creative ways to teach.
As technology evolves, the possibilities for education are endless, and BRISK AI is leading the way. In Rago’s words: “It’s not just about saving time; it’s about transforming how we teach. The future of education has never looked brighter.”
PRIORITY - 4
Facilitate a critical crisis event with local emergency responders by July 2025.
STRENGTHENING CRISIS RESPONSE WITH LOCAL EMERGENCY RESPONDERS
In June 2024, the District completed a functional exercise with local emergency responders. A functional exercise is a simulated crisis scenario designed to test response plans and coordination in a controlled environment. This exercise provided valuable insights into our crisis management approach.
While the team, composed of law enforcement, MCPASD staff, and community partners, effectively managed the initial crisis and neutralized the threat, the exercise highlighted a critical need for additional training on postcrisis procedures, particularly in reuniting students with their families. As a result, the District shifted its focus from a general crisis event planned for July 2025 to targeted training on reunification processes.
2024 District Functional Exercise
92% of exercise participants agreed the scenario was realistic and enhanced their understanding of multi-agency capabilities.
88% felt better prepared to handle similar scenarios following the exercise.
In February 2025, the District held a reunification training event to address this need. Lessons learned from this training will guide additional sessions, incorporating collaboration with emergency services to further strengthen our response plans and to ensure the safety and well-being of students and families.
PRIORITY - 5
Maintain fidelity to safety training, exercises, and drill processes District-wide.
CONTINUING TO STRENGTHEN SAFETY MEASURES WITH COMPREHENSIVE TRAINING AND DRILL COMPLIANCE
The District continues to prioritize safety through comprehensive training, drills, and preparedness initiatives. Before the start of the 2024–2025 school year, all staff received training in an all-hazards approach to building safety, with substitute teachers, food service staff, and transportation staff included in the sessions. Students have also participated in age-appropriate, trauma-sensitive safety training to ensure that they are informed and prepared. All drills remain in compliance with or exceed state requirements, with one drill conducted monthly and an active threat drill completed before December 31st. Additionally, each school has a designated Situation Response Team that receives specialized training in emergency management specific to their building.
Did You Know?
The District has only had two major rebranding efforts. The first was in 2010 under Superintendent Bill Reis, and the second was in 2016 under Superintendent Don Johnson, when MCPASD launched its current logo. While there was a logo in the early years of MCPASD, documentation about it is limited. Now, in 2025, the current logo has been slightly refined.
PRIORITY - 6
Rebrand/refresh District communication materials with an emphasis on enrollment marketing and talent attraction.
BUILDING TRUST THROUGH BRANDING
Historically, public schools have not focused on marketing. Families simply enrolled their children in neighborhood schools. However, with growing competition and declining enrollment trends affecting school districts nationwide, including MCPASD, how a district presents itself has become increasingly important.
Recognizing this, MCPASD has prioritized branding. Over the past year, the Communications Department has worked to create a cohesive brand identity that reflects District values, builds trust, and enhances community recognition.
“We considered a major brand overhaul, but those efforts come with a significant cost,” said Shannon Valladolid, Director of Information and Public Relations. “Instead, we refreshed our logo to ensure that families immediately recognize District materials.”
COME GROW WITH US !
LEARN MORE and enroll today!
ENROLL IN THE MCPASD 4K PROGRAM
The fun begins with 4K at MCPASD! We use a play-based approach to help our youngest learners grow socially and emotionally and develop their reading and writing skills.
Giving learners an early start on reading and literacy builds a solid foundation for their future. We focus on helping our youngest learners reach their highest potential in the areas of social, physical, emotional, and cognitive development.
Our 4K programs are offered at the MCPASD Early Learning Center and at community sites throughout the District. Families can choose the location that works best for them.
We can’t wait to welcome our new 4K learners for the 2025–2026 school year!
