Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Mathematics Results topic
No spam. Unsubscribe anytime.
Verona board accepts mathematics results policy (R2.2) as achieving reasonable progress
Summary
Following a presentation on assessment data and leadership moves, the Verona Area School District board approved its mathematics results policy R2.2 as achieving reasonable progress, noting strong gains at middle school and remaining gaps on the ACT and for some subgroups.
The Verona Area School District board voted to accept the district's mathematics results policy (R2.2) as 'achieving reasonable progress.' Presenters highlighted year-over-year gains on several measures and outlined next steps for curriculum review and targeted supports.
Administration told the board that cohorts, STAR and AIMSweb data show substantial gains in several grade bands, with middle school proficiency on STAR increasing by roughly 26 percent year over year and 40 percent of middle-school students demonstrating high growth on school measures. The district reported a 13 percent proficiency increase in grades 4'5 and incremental growth at the high-school level (a 2 percent rise on preACT with a 5 percent increase for Hispanic/Latinx students on preACT).
District leaders credited leadership moves such as relaunching the Bridges elementary curriculum with a pacing guide, increasing instructional minutes and targeted Algebra Academy work at middle school, bilingual math and co-teaching, and expanded use of formative and summative assessments. Karen, the director of teaching, learning and innovation, said the Bridges relaunch aims to ensure teachers cover the spiral of grade-level standards across the year: "The Bridges math curriculum was adopted during COVID. The implementation process was obviously impacted by the pandemic and students' access to learning. We are, currently relaunching the Bridges so that it includes the pacing guide as it is written in the curriculum resource." (paraphrased from presentation)
Board members asked about subgroup performance, students with disabilities and ACT comparability. Administration acknowledged the ACT remains below state averages despite internal growth and said leaders will continue targeted interventions (co-teaching sections, Algebra Academy expansion, bilingual courses) and conduct a mathematics curriculum resource review in 2627.
A motion to accept the mathematics results policy R2.2 as achieving reasonable progress was moved and seconded; the board voted in favor and approved the report.
Administrators said the approval marks a checkpoint in multi-year improvement work and that next steps include professional development, curriculum review in 2627, and ongoing reporting to the board.
