STOUGHTON AREA SCHOOL DISTRICT LITERACY, MATH, AND BELONGING WWW.STOUGHTON.K12.WI.US
LITERACY, MA AND BELONGIN STOUGHTON AREA SCHOOL DISTRICT AT A GLANCE STOUGHTON AREA SCHOOL DISTRICT WHAT: A school district focused on student achievement and pathways to success WHERE: Wisconsin, USA WEBSITE: www.stoughton.k12.wi.us HOW STOUGHTON IS REIMAGINING EDUCATION FOR UNLIMITED OPPORTUNITIES 1 CIVIL AND MUNICIPAL VOLUME 06, ISSUE 12
ATH, NG In the Stoughton Area School District, education is more than academic performance—it’s about purpose, belonging, and preparing students for a future that hasn’t been written yet. Guided by a clear mission to “create the conditions today so that every student is thriving academically, socially, and emotionally for unlimited opportunities,” the district has grounded its work in three priorities: literacy, math, and belonging. 2 CIVIL AND MUNICIPAL VOLUME 06, ISSUE 12
District Administrator Dr. Dan Keyser puts it simply: “Of all the things we could focus on, these are the foundations that unlock every other opportunity. We want every student to be literate, mathematically confident, and, just as importantly, to feel like they belong in their schools and community.” A CULTURE OF CONNECTION AND COLLABORATION Belonging, for Stoughton, isn’t a slogan—it’s a daily practice. The district has built a system where students, teachers, and families all feel heard, respected, and supported. “A strong school district and a strong community are one in the same,” Keyser says. “Our governance model reflects that. We have nine elected board members who actively engage the community through listening sessions and outreach. Their job is to represent community values, so we make sure those values drive our work.” That philosophy extends to the district’s approach to talent management and educator support. Director of Curriculum and Instruction Dr. Kate Ahlgren explains that new teachers—whether new to the profession or simply new to Stoughton—receive dedicated mentoring, training, and logistical support from day one. “We have three full days at the start of the year devoted entirely to orientation,” Ahlgren says. “It’s about culture, belonging, and getting comfortable with both our systems and our people. New educators meet colleagues, learn about district values, and build relationships before students ever enter the classrooms.” The mentoring doesn’t stop there. Ongoing professional learning sessions, classroom coaching, and collaborative planning ensure that teachers feel supported long after their first week. “Our mentors meet with new staff throughout the year to talk about instructional strategies, feedback, and worklife balance,” Ahlgren adds. “It’s all about helping educators grow into their own potential.” FROM FAB LAB TO FUTURE PATHWAYS If belonging is Stoughton’s heart, innovation is its backbone. The district is home to Wisconsin’s 3 CIVIL AND MUNICIPAL VOLUME 06, ISSUE 12 STOUGHTON AREA SCHOOL DISTRICT
first Fab Lab, established more than a decade ago in partnership with MIT and the local community. The lab serves as a creative hub where students can design, prototype, and invent—learning through collaboration and experimentation. “When the Fab Lab began, it wasn’t tied to a single department,” Keyser explains. “Art teachers, tech ed teachers, math and science instructors all trained through MIT’s Fab Lab program. The goal was to make design thinking a shared language across disciplines.” Today, the Fab Lab connects directly to Stoughton’s STEM and STEAM curriculum. Middle school students begin with exploratory courses that feed into high school engineering, design, and business tracks. Ahlgren says the district has worked hard to create a seamless transition. “Our middle and high school teachers collaborate so students can see what’s ahead. We want them to understand how the skills they’re learning now—whether in math, technology, or art—translate into real-world applications.” Every student in the district is equipped with an iPad or Chromebook, ensuring that technology enhances learning rather than distracting from it.“Technology is a catalyst,”Ahlgren says.“It’s not about the device— it’s about what students can do with it.” LEARNING BEYOND THE CLASSROOM Stoughton’s approach to education embraces a broader definition of learning—one that extends beyond the traditional four walls of a classroom. Through the district’s youth apprenticeship program, students gain hands-on experience in local businesses across manufacturing, finance, and technology sectors. The district’s strong ties to area employers give students early exposure to real work environments. “Our youth apprenticeship numbers are climbing every year,” Ahlgren notes.“Our community partners are incredibly generous.They open their doors to our students, providing mentorship and opportunities that complement classroom learning.” Keyser sees this as part of a larger shift in education. “The high school experience is evolving,” he says. 4 CIVIL AND MUNICIPAL VOLUME 06, ISSUE 12
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“Learning beyond the classroom is the next frontier. If we can get students out into the community— first through guest speakers and job shadows, then through internships—we’re helping them connect skills to purpose.” That connection is reinforced through Stoughton’s Chamber of Commerce partnership, where both the district administrator and the mayor hold permanent seats on the chamber board. “It ensures that what’s happening in our schools aligns with the needs of local industry,” Keyser explains. “A thriving school district supports a thriving economy.” INNOVATION ROOTED IN BELONGING Innovation at Stoughton isn’t limited to technology— it’s also about relationships. One of the district’s most transformative initiatives is its peer mentorship program, launched to strengthen student belonging and leadership. “We piloted it last year and saw immediate results,” Keyser says. “We saw fewer behavior incidents, stronger collaboration, and noticeable academic gains.” The program pairs older students with younger peers during key transition years, such as moving from elementary to middle school or middle to high school. Ahlgren adds that these cross-grade relationships have reshaped how students see themselves and their community. “Mentorship builds empathy and confidence,” she says.“It’s a simple idea with profound effects—students matter to one another, and they learn that belonging is something we all help create.” That philosophy extends throughout the district’s elementary schools, where inclusive classrooms have gained national attention. In fact, Keganza Elementary was recently featured in Education Week for its collaborative, student-centered approach to early learning. INCLUSION IN ACTION: FROM CLASSROOMS TO ATHLETICS Stoughton’s commitment to inclusion reaches every 6 CIVIL AND MUNICIPAL VOLUME 06, ISSUE 12
That same spirit drives the district’s inclusive athletics and arts programs, where students of all abilities participate side by side. “We want every student to live, learn, and play in integrated settings,” Ahlgren explains. “That’s how we build a sense of shared belonging and respect.” INVESTING IN PEOPLE AND POSSIBILITY Stoughton’s financial investments mirror its educational philosophy—balancing innovation with sustainability. In 2022, the community overwhelmingly approved a capital referendum that corner of its programs—from special education to extracurricular activities. The district’s annual resource fair connects families of students with exceptional needs to community services, recreation opportunities, and therapeutic supports. “Our teachers recognized how complex it can be for families to navigate the system,” Ahlgren says. “The resource fair brings everything into one place— educational programs, health services, transportation solutions, and even social connections among parents.” 7 CIVIL AND MUNICIPAL VOLUME 06, ISSUE 12 STOUGHTON AREA SCHOOL DISTRICT
made deliberate choices to invest in our students and our staff,” Keyser explains.“We’re preparing them for a future that’s not yet written—and that takes courage and clarity.” LOOKING AHEAD: A FUTURE BUILT ON LITERACY, MATH, AND BELONGING Over the next two years, Stoughton Area School District plans to deepen its focus on the fundamentals while expanding opportunity beyond the classroom. The district’s goals include growing youth apprenticeships, broadening peer mentorship modernized facilities and added new learning spaces across the district. Two years later, voters supported an operational referendum to expand staffing and maintain excellence in programming. “Those referendums were really about trust,” Keyser says. “Our community believes in what we’re doing, and they’ve backed that belief with support.” While Stoughton has experienced enrollment declines over the past two decades, the district has doubled down on its commitment to quality.“We’ve 8 CIVIL AND MUNICIPAL VOLUME 06, ISSUE 12
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PREFERRED VENDOR/PARTNER n Eldon Homes www.eldonhomes.com Eldon Homes is a family-owned builder serving Southern Wisconsin. Known for quality craftsmanship, trusted relationships, and deep community connections, they use the latest building technology to deliver spaces that families are proud to call home. With decades of experience, they continue to set the standard for quality homebuilding. to reach every student, and continuing to build strong bridges between schools, families, and community partners. Keyser says the vision remains consistent: “We’re preparing students to thrive in a future full of possibility. That means building their skills, their confidence, and their sense of belonging. Literacy and math give them tools—but belonging gives them purpose. When those three come together, the opportunities are truly unlimited.” In Stoughton, the path to the future is clear: a district where every student is known, every educator is supported, and every classroom connects learning to life. 10 CIVIL AND MUNICIPAL VOLUME 06, ISSUE 12
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