District outlines 4K expansion, curriculum renewal and special-education supports

The Middleton-Cross Plains Area School District presented an update on 4K early‑childhood programming and a broad special‑education report at its regular board meeting.

Katie Kavanaugh, who identified herself as the district 4K early‑childhood lead, summarized the program and said the district operates 10 locations (nine community sites plus the Early Learning Center) offering voluntary 2½‑hour 4K sessions. She described a play‑based curriculum aligned to the Wisconsin Model Early Learning Standards and said the district is undertaking a curriculum renewal to evaluate and pilot several options, including the Creative Curriculum and Heggerty phonological awareness materials. “We use play based learning,” Kavanaugh said, and noted monthly professional development for teachers to implement the Cardinal’s Journey framework at the early‑childhood level.

The district also announced a full‑day 4K pilot for next year at Northside Elementary and Fox Trail intended to increase equitable access; Kavanaugh said the pilot will use one classroom teacher plus a professional partner at the site. Registration for the next school year is open, and staff said they will monitor enrollment trends to guide any long‑term expansion.

The meeting shifted to special education, where presenters described services spanning ages 3 through 21. District staff reported roughly 55 special‑education evaluations have been completed so far this year at the early‑childhood level (about 72 in the previous year) and 23 child‑find screenings to date for 3‑year‑olds not yet kindergarten‑eligible. The board heard that, for 2024–25, 841 students districtwide have individualized education programs (IEPs), representing about 11.7% of enrollment—below the state average cited in the presentation of 15.7%.

Speakers described the district’s continuum of services from inclusive, least‑restrictive settings through co‑teaching, resource rooms and out‑of‑district programs. The board heard about Cardinal Pathways and an Intensive Support Specialist (ISS) team—three staff members who provide coaching, adaptation of environments and consultation to school teams. According to the presentation, the intensive support specialist team has provided support to more than 55 students this year.

The district also reviewed compliance work following a Procedural Compliance Self‑Assessment (PCSA) tied to a DPI random sample. Presenters said the PCSA identified documentation and IEP specificity issues; staff conducted corrective work with families and delivered targeted professional development this winter. A family engagement survey of parents of students with IEPs drew 170 responses; staff said results will inform outreach and supports. “Our goal is straightforward: to have zero reminders when DPI conducts their second random sample review this spring,” a presenter said.

Board members asked how the district ensures safety and success for students with severe behavioral needs, whether screening occurs before full‑day pilot enrollment and how caseloads are allocated across staff. Presenters said transition meetings with Birth‑to‑3 providers and individualized IEP planning inform placement and service decisions, and emphasized nonviolent crisis intervention training, functional behavior assessments and ongoing coaching as central strategies.

The district identified professional‑development priorities for 2025–26 including behavior regulation strategies, IEP‑writing supports and FBA (functional behavior assessment) practices, and signaled continued expansion of intensive supports through Cardinal Pathways. The presentation closed with three spring priorities: continued PCSA work and DPI readiness, curriculum‑alignment and continued expansion of the intensive support specialist model.

Looking ahead, staff said they will continue to monitor pilot enrollment, complete curriculum selection and implement training for the revised IEP and FBA processes.