Vote on Open Enrollment Recommendation
Relevant Policies: Operational Expectations (OE) 10: Learning Environment/Student Behavior, Operational Expectations (OE) 11: Instructional Program
Member Hanes motioned to approve 399 open enrollment spaces for the 2026-2027 school year as presented. Member Stier Christensen seconded. The motion passed 7-0.
Results (R) 2.2 Mathematics Monitoring Report
Relevant Policy: Results (R) 2: Core Academics
Executive Director of Academic Services Amy Engelkins and Director of Teaching, Learning & Innovation Karyn Stocks Glover presented the Results (R) 2.2 Mathematics Monitoring Report. The Monitoring Report reflects updated content and formatting based on previous BOE conversations on the type and organizational structure of information BOE members desire and think will be valuable to the public. The Monitoring Report focuses on the extent to which students at various grade levels are able to use mathematical concepts and practices to reason, solve problems, and apply learning in real and theoretical contexts. The full report highlighting encouraging progress at many grade levels while also outlining clear next steps for continued improvement is available on the VASD website at this link.
Executive Director Engelkins and Director Stocks Glover shared positive trends in several areas. Students in grades Kindergarten–3 demonstrated meaningful gains in math proficiency, with especially strong growth among multilingual learners. Middle school students posted some of the district’s strongest results, including gains in overall proficiency and a 25 percent increase in the percentage of African American students testing in the proficient range. Students with Individualized Education Plans (IEPs) showed a 15 percent increase in testing in the proficient range. High school students demonstrated growth as they moved from grade to grade, with small but positive increases on college-readiness assessments. While overall high school performance remains below state averages, district data show improvement over time.
In addition to test results, Executive Director Engelkins and Director Stocks Glover shared student reflections highlighting increased confidence, greater enjoyment of math, and a clearer understanding of math concepts and learning expectations. These perspectives offer important insight into student learning beyond test scores alone.
Instructional practices supporting student success include clearer pacing and alignment in elementary math instruction, increased collaboration among teachers to review student progress, expanded bilingual and co-taught math classes, opportunities for students to set goals and track their own progress, and schoolwide supports to help students prepare for future coursework and assessments. At Savanna Oaks Middle School, a partnership with 100 Black Men of Madison provides the Algebra Academy, which supports students in accessing higher-level math content.
Executive Director Engelkins praised VASD math educators who engage in professional learning, study student data, and provide students with the targeted supports they need to grow both their content knowledge and their belief in themselves as mathematicians.
In the coming months, VASD will continue to invest in teacher learning, strengthen how schools use data to support students, and prepare for a districtwide review of math instructional materials during the 2026–27 school year.
The BOE expressed strong affirmation for both the progress reflected in the data and the clarity of the updated report format. BOE members noted that the revised organization aligns well with prior feedback about presenting information that is meaningful, transparent, and accessible to both the BOE and the public.
BOE members highlighted encouraging gains across multiple student groups and grade levels, with particular attention to improved outcomes for African American students, multilingual learners, and students with disabilities. Several members emphasized that large percentage gains, especially among historically underserved student groups, reflect substantive improvement rather than minor fluctuations, signaling the impact of intentional leadership decisions, instructional shifts, and targeted supports.
The BOE underscored the importance of equity-focused progress, lifting up gap-closing efforts and praising staffing adjustments and instructional models that have contributed to student growth. Members expressed appreciation for district efforts to expand access to high-level mathematics coursework and supports, including co-taught classes, bilingual offerings, and the Algebra Academy partnership with 100 Black Men of Madison that maintains high expectations while providing students with the tools they need to succeed.
In discussing high school outcomes, BOE members acknowledged continued growth from grade to grade on the Pre-ACT while also recognizing that overall ACT math scores remain below state averages. Questions focused on how upcoming curriculum review work, expanded instructional strategies, and assessment practices, including the limitations of ACT measures as a sole indicator of mathematics learning, can further strengthen outcomes and provide a more complete picture of student learning.
BOE members also valued the inclusion of student voice alongside assessment data, noting that increased confidence, engagement, and clarity around learning expectations are critical indicators of long-term success in mathematics. The BOE affirmed the district’s commitment to balancing strong emphasis on both literacy and mathematics, recognizing the importance of advancing achievement in both areas with equal priority.
Member Porco motioned to approve the R 2.2 Monitoring Report as achieving reasonable progress. Member White seconded. The motion passed 7-0.
