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Board hears STAR data that shows reading strengths and flags math weaknesses; debate over K–2 multi-age model
Summary
Superintendent presented STAR benchmark data showing solid early-literacy results but weaker math secure rates; board members recommended targeted math supports, professional development for Illustrative Math, and further historical SAS comparisons before altering the K–2 multi‑age model.
Superintendent Mike presented cross-district STAR Renaissance reports comparing Madison with two neighbouring districts and highlighted areas of concern and success.
On reading he noted relatively strong early-literacy benchmark percentages, but flagged comprehension and higher-order reading skills (point of view and vocabulary acquisition) as areas to address. On mathematics, the STAR pull showed low "secure" rates in operations and algebraic thinking and problem-solving; the superintendent said math would be the district's focus next year.
Board members raised two linked concerns: the absolute math performance and whether the multi-age K–2 configuration makes delivering grade-level math instruction harder. One board member recommended using Title funds for math coaching or bringing in Illustrative Math trainers for professional development; another urged pulling historical SAS test results (pre- and post-COVID years) for comparison before changing instructional models.
Staff described local practices (benchmarks three times per year, progress monitoring, targeted interventions) and said they would provide cohort and historical SAS data and consider bringing in program-specific trainers. No policy changes were approved at the meeting; the board asked staff to return with historical comparisons and options for math support and professional development.
