[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6218374,"mediaKeyId","3629182-1736baa887d207587c60382637957d20","parentId",3629182,"title","Madison parent urges district not to close Holtzman Learning Center, says students need specialized setting","audioSeconds",277,"startMs",55000,"endMs",332000,"viewUrl","/Search/View?dp=1&key=3629182-1736baa887d207587c60382637957d20&start=55&end=332","thumbnailUrl","https://assets.pipeline.soar.com/3629182-1736baa887d207587c60382637957d20/thumbnail_55000.jpg","articleUrl","/articles/6218374/Wisconsin/Madison-parent-urges-district-not-to-close-Holtzman-Learning-Center-says-students-need-specialized-setting","mediaUrl","https://secure.pipeline.soar.com/6218374-d06060e87d4ec586f5aaa65cec3b0950/orig.mp4?Expires=1770423493&Signature=h4hWkVnFj8PdpyLhwvMS1Qzg8OMct46sERT5J1Xfc2obFn9WpQvob4UQ-MfVzwBYexhomWTczzQBS2P4QAn1TgYMAo4T0pDL7wAZf2oz1AvixVH5ETywqkSYy3dvHxDlz72mogF7unF5ybINqERvylpa-ADtqsuWOjE5X4UF0eGPyP2~FqakmGacYrhQeo~HFzjr5yS11W1fEihvlfav5-gO-ahtiv8E3ifFxcIyf65cyzhhIiaoETFv9B9xa0gbz4FHNOOQa7qVYpGPqk5JcYqUTKlHudu7vDwwTreTsiTEYvw8hMsP0O~342b4hZYrGZARLx-Z9vL1ggYXwr9ghQ__&Key-Pair-Id=KUT5TJCACFTXG","author","Madison Metropolitan School District, WI","date","2025-06-03T12:23:22Z","article","Chandra Blofeld, a registered public commenter, used her allotted time at an Instruction Work Group meeting to urge the board not to close Holtzman Learning Center and to preserve specialized staff and programming there.

Blofeld said there were “many rumors” about the center’s future and called the district’s apparent plan “setting these children… for disaster.” She said Holtzman serves students who the regular schools “don’t want” and praised staff as “a godsend,” adding that some students attend Holtzman only a few hours at first and later thrive when given appropriate supports. She named one student she said benefited from Holtzman and thanked staff leaders who had worked with that student.

Board Chair Mulder and the chair’s designee reminded Blofeld that public comment is not an interactive conversation; the speaker continued and asked the board to “really reconsider closing Holtzman and moving those kids to your regular schools” because she said the students need the “least restrictive structure” currently provided there.

The board did not take action or ask for an immediate staff report on Holtzman during the meeting; the comment was followed by the board’s routine approval of meeting minutes. The district did not provide program details, analysis or a timeline for any potential change to Holtzman during the public comment period.","mediaType","Video","parentTitle","6.2.25 Instruction Work Group","oneSentenceSummary","A parent who identified herself at the board meeting urged the district not to close Holtzman Learning Center and said the center provides essential services for students with intensive needs; the board acknowledged the public comment but made no action or response at the meeting.","taxTitle","Madison Metropolitan School District, School Districts, Wisconsin","taxId",14857,"location","Wisconsin","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6218379,"MMSD details RESTORE and Metro programs; RESTORE enrollments rose 29%",1806,2762000,4568000,"/Search/View?dp=1&key=3629182-1736baa887d207587c60382637957d20&start=2762&end=4568","https://assets.pipeline.soar.com/3629182-1736baa887d207587c60382637957d20/thumbnail_2762000.jpg","/articles/6218379/Wisconsin/MMSD-details-RESTORE-and-Metro-programs-RESTORE-enrollments-rose-29","https://secure.pipeline.soar.com/6218379-123cc8ad7b9d7e1be49902b2fd73a8f4/orig.mp4?Expires=1770423493&Signature=n~KYmQm-8uWfSg7vNq5lOJeLNlUiSZ4edjTnPNyh7xBBwUoEKG7zhj02UZaTZ~HotfMP9hkK9IcWe53H2p30A9xtxUe9SU~V3mnbcyvU3ZLFVSb73PBQ3ymz-MleiPxXBiAwWaU7oQZ-mOwJvHJ4LwPEysav5BTK17crQByVEzljwBDXOTrIMzFr6eA8-aRBwCiMH3neu4vxWfGANTHvjW3QmpMQH-HPhN-MLkqxtYnKqLgv~FAFUgK3A2bhEvGmJAmyVeHBZSXNdoYpyS-QjQjY-jqf9hanC-SwJnx0pYu9ldOLMGW5B11BtPudLxFW8g~6uvU8Ty1blw64QGPdtw__&Key-Pair-Id=KUT5TJCACFTXG","Madison Metropolitan School District staff presented an update on the Office of Youth Reengagement (OYR), describing in‑house alternative programs — including RESTORE — and contracted or partner sites that serve students involved with juvenile and adult justice systems.

Tina Geier, executive director of the Office of Youth Reengagement, told the board the office “collaborates with a variety of contracted partners as well as offering our own unique programming options.” She said the office aims to strengthen connections across alternative high‑school options and to center students’ identities and pathways.

Lily Hengartner, coordinator for progressive discipline, described RESTORE as “our district's expulsion alternative program... students who participate... do so prior to any expulsion hearing occurring and thereby protect themselves from the possible risk of expulsion.” RESTORE provides a hybrid model: half‑day in‑person project‑based learning and half‑day approved online learning, with embedded social‑emotional supports and clinician partnerships (Journey Mental Health) in key quarters.

Staff provided data on Metro sites and RESTORE. District presenters said Metro Detention and Shelter had an average length of stay of about 16 days for the 2023–24 school year; adult‑system sites (Metro Veil and Huber) had a longer average stay of roughly 142 days. The district reported a 29% increase in RESTORE enrollment for the 2024–25 year; nearly two‑thirds of RESTORE students identified as Black/African American, and about half were receiving IEP services (district staff said they would provide a breakdown of overlap on request).

Presenters stressed transition planning: RESTORE staff conduct intake meetings, coordinate with families, provide transportation as needed and start exit planning “upon entry,” with transition meetings beginning about four weeks before a student’s scheduled exit. The district said it has invested in a transition coordinator and restorative justice coaches at comprehensive high schools to improve reintegration and reduce lapses in support.

Staff described Metro classroom partnerships that provide experiential learning (First Tee of South Central Wisconsin, Olbrich Botanical Gardens) and program collaborations with the Black Men’s Coalition and others to broaden mentorship and financial literacy supports. Officials said Metro enrollment has declined in recent years but noted many Metro students arrive from outside MMSD; in one year, of 88 enrollments at Metro Detention and Shelter, 42 were students arriving from outside MMSD.

Board members asked about trends that lead students into RESTORE and Metro (for example, student‑to‑student conflict escalating to serious incidents), mental‑health service access in short‑stay settings and efforts to reduce future school‑to‑justice system contact. District staff acknowledged site‑specific gaps in mental‑health access and said county facility providers fill some roles in detention settings, while in‑district programs and partners provide services elsewhere. Staff did not propose new board policy at the meeting; they described ongoing operational and partnership steps.","District staff described RESTORE (the pre‑expulsion restorative program), Metro juvenile and adult system classrooms, enrollment trends and transition supports; staff highlighted a 29% increase in RESTORE enrollment and that many RESTORE students identify as Black/African American and receive IEP services.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6218382,"MMSD reports about 5,300 English learners, outlines shift toward dual‑language immersion",828,372000,1200000,"/Search/View?dp=1&key=3629182-1736baa887d207587c60382637957d20&start=372&end=1200","https://assets.pipeline.soar.com/3629182-1736baa887d207587c60382637957d20/thumbnail_372000.jpg","/articles/6218382/Wisconsin/MMSD-reports-about-5300-English-learners-outlines-shift-toward-duallanguage-immersion","https://secure.pipeline.soar.com/6218382-59f822467fdc3fe9930d70d3be4f1dba/orig.mp4?Expires=1770423493&Signature=OhD3S5pZCEt7zhm1heaQ1lA~59qh5M4YfzLlD9WrGwF1F~z339FCtaicf8JkOgCxTYs2IJjn5ppae-XuRjql5iG56LQaNeXNyZTAgPVbzCtSV~8HbsCCbX4h~icELL-0r7GxuA8tC5vG2a0p~PEYw1UWONqc4Wh4khxqsFZ8qEeTUE3x5WrnUWk2mJ0jXnZGKgrt1XKay17vkYj1NiAheUJ8Koqs2f2NCrVxbheoAtREFW2NYYPcXpJhaoG57KFTddqi9J3pVgjk-3PLpZZ7nAT-Nyp3zLLSy5Rc2VJM0h9nrsLWfs7TybYd8eEuHbNmsFOq20381NEYy~w7aoCUmw__&Key-Pair-Id=KUT5TJCACFTXG","Madison Metropolitan School District officials updated the board at an Instruction Work Group meeting on the size and direction of the district’s multilingual programming, saying the district serves one of the largest English‑learner populations in Wisconsin.

Dr. Joe Gothard, superintendent, told the board “our ELL percentage and number of children in Madison who receive multilingual services is larger than 90% of school districts in the state of Wisconsin.” The district said it has a current snapshot of “over 5,000, close to 5,300 English learners” and about 1,400 former English learners across roughly 102 languages.

District presenters said program data show both strengths and gaps. Staff reported 69 students in the Hmong bilingual K–7 program, and that more than 4,500 students participate in Spanish dual‑language immersion (DLI) districtwide. Officials said bilingual‑bicultural state statute requirements mean the district must offer bilingual programming when enrollment thresholds are met. The district described plans to review its last two developmental bilingual education (DBE) sites with the goal of shifting them to DLI where appropriate.

Leah Spiedelbon, multilingual programs presenter, explained how the district measures English development and academic proficiency: “access for English language learners... measures four language domains — listening, speaking, reading and writing,” and district staff also use Forward assessments in grades K–8 for English language arts and math. Presenters noted former English learners typically outperform current English learners on reading and math indicators, a pattern the district said tracks national trends.

Staff outlined key constraints that affect program changes: staffing (bilingual teachers are a high‑need, hard‑to‑fill position), facility and space configuration, transportation for students to access programs, and demographic shifts across the city. Cindy Green and presenters described partnerships with local higher‑education providers and tuition reimbursement programs designed to increase bilingual licensing, citing Edgewood College, UW (licensure options) and UW–Whitewater’s accelerated program as examples. The district said it has requested additional budget funding to expand tuition reimbursement for staff pursuing bilingual or ESL licenses.

Board members asked about specific operational details. Board Member Vander Meulen asked how access testing accounts for students with learning disabilities; the presenters said students with individualized education programs (IEPs) can qualify for alternate access testing and individualized growth targets. Members also asked how classroom teachers who are not bilingual are supported; presenters described co‑planning, coaching and teacher‑leader supports in buildings and noted purchase of English language development materials under ESSA funds.

District staff said they are phasing changes carefully. Converting DBE to DLI would be phased (for example, starting in kindergarten and adding grades over time), and the district plans to align any program shifts with broader enrollment and boundary review work to ensure access and transportation are considered.

Officials emphasized the district’s cross‑department work on curriculum alignment (including mapping WIDA ELD standards into core content), staffing pipelines and community engagement before program changes are made. No formal action or vote on program conversions was taken at the meeting; presenters described these as planning and implementation considerations going into the 2025–26 school year.","District staff briefed the board on multilingual programming, reporting nearly 5,300 current English learners across about 102 languages, plans to convert remaining developmental bilingual programs to dual‑language immersion and steps to expand bilingual teacher licensing and transportation access.","actionData","errors"]

Article not found

Madison parent urges district not to close Holtzman Learning Center, says students need specialized setting

MMSD details RESTORE and Metro programs; RESTORE enrollments rose 29%

MMSD reports about 5,300 English learners, outlines shift toward dual‑language immersion