Board of Education Meeting Recap
November 5th, 2024
District Math Practices Update
Relevant Policy: Operational Expectation (OE) 11: Instructional Program
Executive Director of Academic Services Amy Engelkins, Lori Martin, Sugar Creek Math Resource Teacher, Heidi Buan, Glacier Edge Math Resource Teacher, Beth Harms, Badger Ridge Middle School Math Department Chairperson and Teacher, and Annelies Howell, Verona Area High School Mathematics Teacher and Curriculum and Learning Specialist updated the Board of Education (BOE) on the Verona Area School District’s (VASD’s) math practices.
The group started by affirming their beliefs that learning is a collaborative and social endeavor, a process of constructing meaning to make sense of concepts. It requires perseverance and willingness to experience disequilibrium.
At the elementary level, Ms. Martin and Ms. Buan shared information about the Core Instructional Resources of Number Corner for monthly grade-level skill practice and Bridges units that focus on developing students’ deep understandings of mathematical concepts. Both are embedded in Common Core State Standards and Wisconsin Standards of Mathematical Practice.
Number Corner is for the class as a group and includes concepts and practices around Calendar Grid, Calendar Collector, Computational Fluency, Number Line, and Solving Problems. Bridges includes whole group and small group instruction and independent structures. Students work on Problems & Investigations, Problem Strings, Work Places, Student Workbook Pages, and Math Forums. Student progress is assessed with the Star 3 times/year, Number Corner Check Up 5 times/year, Unit Pre and Post Assessments, and formative assessments throughout each unit (e.g., Checkpoints, Work Samples, Workplace Observations).
Staff prioritize access to learning with small focus groups. Various resources support student success, including Dreambox (an adaptive digital program that links to Bridges Lessons and Common Core State Standards) and Concept Quest (a supplemental learning activity connected to Bridges units for grades 2-5 that provides interactive problem-solving opportunities).
VASD’s Charter Schools use various curricular resources. Core Knowledge Elementary uses Math Expressions and IXL, and middle schools use Savvas Math, Illustrative Math, and IXL. New Century uses Everyday Math and Dreambox. Verona Area International School uses Math Expressions and Dreambox.
Ms. Harms provided information on Middle School Math, part of daily core instruction (~80 minutes with Targeted Skills block). Illustrative Math is a problem-based curriculum that prepares students to solve problems, reason, communicate, and think critically. Their principles stem from wanting students to believe that anyone can do mathematics and that persevering in mathematics will result in understanding and success. IXL is a personalized learning platform for students to practice specific skills to complement core instruction. In middle school, they emphasize that doing mathematics goes beyond procedural fluency and can also be defined as engaging in mathematical practices.
To ensure that all learners are supported, middle schools offer IXL Personalized Practice, targeted Skills Block with longer classes, “Are You Ready for More?” extensions, opportunities for students who exceed mastery, and Summer Learning to support Algebra readiness.
Ms. Howell explained that three math credits are required for graduation, most 4-year colleges require Advanced Algebra, and math electives are available. Some examples of High School Math Course Offerings include the following: Math Tutorial to support students in Algebra, Math Reasoning, a Dual Credit course with Madison College, and Advanced Placement (AP) Calculus BC 12 for students who wish to take two semesters of Calculus before graduating.
Leadership Moves to Support Student Learning in Math abound at VAHS. Staff work together in Professional Learning Community (PLC) Teams to improve and maintain instruction in Algebra, Geometry, Advanced Algebra, and AP Pre-Calculus/Calculus/Statistics. Classroom teachers co-teach with multilingual staff and Special Education staff to best meet the needs of students. VAHS math courses are purposefully vertically aligned. While some memorization and mimicking are involved in learning math, we want students to move beyond that and engage in complex problem-solving.
We provide access to Grade Level Standards in Every Classroom Every Day. The implementation of Illustrative Mathematics in Algebra, Geometry, and Advanced Algebra supports the standards-based structure for the cycle of inquiry. Common assessments are being refined and aligned to standards.
Curriculum Review Cycle
Executive Director Engelkins highlighted the five-year curriculum review cycle and pointed out that mathematics is in Year 4. Year 1 (Exploration and Resource Selection) will occur in 2026-27, with initial implementation in 2027-28.
VASD’s next steps in math instruction are as follows:
Continue to leverage PLCs
Support student needs through our Multi-Level System of Supports (MLSS)
Prioritize access to grade-level standards
Member Murphy noted that Bridges and Illustrative Math (IM) started during virtual instruction and wondered if staff feel they have had enough time to use the resources as designed to inform their perspectives to be in sync with the review cycle timing. Ms. Harms shared that middle schools are in a good place with their level of experience with Illustrative Math and that virtual instruction gave them a unique perspective, which has now been further developed during in-person instruction. Executive Director Engelkins shared that as new staff enter VASD, they receive a lot of professional development about implementing IM with fidelity. Member Murphy expressed appreciation for hearing about defined advanced learning opportunities. Dr. Clardy thanked the team for providing insight into what students are learning and how concepts build upon each other over time. He thanked the BOE for the opportunity to share information about VASD's math practices with the BOE and the community.
Extended Learning Pathways Update, Restraint and Seclusion Data
Relevant Policies: Results (R) 2: Academic Achievement; Operational Expectation 10: Learning Environment/Student Behavior; Operational Expectation (OE) 11: Instructional Program
Executive Director of Student Services Dr. Angela Hawkins, Director of Special Education Dr. Sara Halberg, Foundations Lead Special Educator Carli Adams, Verona Area High School (VAHS) Principal Brian Cox, and VAHS Associate Principal David VanNostrand provided an update on VASD’s Extended Learning Pathways.
Foundations is designed for students with an Individualized Education Plan (IEP) in grades 1-8. It is a partial day program; students split their school day between Foundations and their neighborhood or charter school. It is located at a stand-alone site within district boundaries.
Foundations aims to provide students access to grade-level academic and social-emotional standards within scaffolded learning routines. Educators provide explicit instruction in Social Emotional Learning and promote regulation and stamina in a structured, supportive setting.
The staffing structure includes a Special Education Teacher at Foundations who adapts curricula and modifies learning and regulation routines. The Foundations Lead staff member is on-site for communication, program congruence, principal designee action, and more. Each student already has an exclusive Special Education Aid (SEA) supporting them as part of their IEP. The SEA supports the student in Foundations and learns strategies and techniques from the routines at Foundations that can be transferred back to supporting the student at their neighborhood or charter school.
Outcome Data
Seclusion and Restraint
The charts below show various groups' reductions in restraints and seclusions in 2024-25 compared to 2023-24.
Crossroads review
Crossroads (CR) was designed with student input. It supports high school students in recovering credits so they can be on track to graduate with their grade-level peers. Students may have lost credits due to various factors that, in turn, impact attendance and student engagement in the classroom. CR fosters an environment that focuses on building essential skills and positive behaviors that encourage active class participation, all while assisting students in regaining the credits they need to succeed.
CR has an implicit focus on developing relationships so that students are willing to take the risks associated with learning. When we create a space where students feel comfortable and can function successfully, students can better attend, engage, and learn.
AP VanNostrand presented data showing improved attendance in 2024-25 compared to 2023-24 and that most CR students are earning credits toward high school graduation requirements.
Leadership Moves aligned to the Strategic Framework Priority Areas
Collaboration and Communication
An essential aspect of Extended Learning Pathways is the formal incorporation of the voices of families, community partners, and staff at neighborhood and charter schools to inform decisions supporting students' academic, physical, social, and emotional growth. The team has developed systems for regular communication that foster rich discussions and problem-solving.
Value and Belonging
We have invested in building staff capacity to create supportive environments for formerly marginalized students, both physically and emotionally. We prioritize consistent communication with neighborhood and charter schools to integrate and represent students in Extended Learning Pathways in the general education setting. Developing and implementing systems and practices to address barriers for learners so that every student is valued and belongs lies at the heart of Extended Learning Pathways.
Wellness and Mental Health
We have researched and implemented best practices in Social Emotional Learning for students in Extended Learning Pathways. We partner with community mental and physical health providers to adjust wraparound services based on changing or emerging needs. We adapt Extended Learning Pathway schedules to better support students' mental health and wellness needs.
Member Murphy asked about the generalization of success from Extended Learning Pathways to the neighborhood or charter school environment. The team shared that there is intentional capacity development for staff related to generalizing strategies and practices at students’ neighborhood or charter schools and that staff are realizing success in this realm. Member White lauded the positive changes for a student whose success was highlighted in a video shared with the BOE. He mentioned this could be valuable for other districts throughout the state.
Member Porco asked if CR is available to all students behind in credit attainment. Principal Cox described that an administrative team reviews information and decides for which students it could be successful. Member Murphy asked how many students are enrolled in CR. The team shared that it started with 15 students, and now 20 attend; they attend CR two call periods per day. As they become more successful, their time in CR decreases to one period and then to a consultation status. Principal Cox praised AP Van Nostrand, the PLC, and the educator working with students for their expeditious design and implementation of CR and their fidelity of implementation.
