001Hello. Thank you for taking the time to view our presentation on 4K through 12th grade math programming. I'm Stephanie Leonard. I serve as the assistant superintendent for teaching, learning, and equity for Sun Prairie Schools. I'm joined today by Dr. Sarah Chaya Clarity, the secondary director for teaching, learning, and equity, Dr. Lexi Vandenhuvil, our 4K through 12 math coordinator, and Rick Miller, our director of elementary teaching, learning, and equity. In today's presentation, we'll cover the following topics. How do we measure student success in math? What data demonstrate student growth in math? And we have some trend data to share with you. If the goals aren't being met, why? And then what will change to see the student growth in math that the students deserve and the community expects. This is our second school board presentation using
002this criteria. And I'm very happy to be here today with my colleagues to share the progress we're making in math. So as to the first question of how do we measure success, we have many different data points that measure our progress or success in math. The first few bullets are what we would call annual or very highlevel data metrics that we use. First and foremost, we're hold accountable to the schoolboard and our community in our student result policies. Those are presented once a year and the math metrics there are a highlevel check in the system to ensure that our math programming is on track. Annually we look at this the um district scorecard measures for math. We have forward exam data. We have preac data and we have our data playbooks that are prepared annually
003for 4K through 12th grade. Each of those annual measures give us an understanding of our trajectory. It helps us to ascertain whether we're offering the right programming and the right standards by grade level. And it helps us shift our overall trajectory if we're not making the progress that we need. The last two bullet items are intentionally bolded and where we'll spend the most time in this presentation. Our universal screener or as web data is something that we administer three times per year in 5K through 8th grade. This is a data that we use to measure success frequently along with math classroom level assessments 4K through 12. These two data points are bolded and ones around which we spend the most time because these are closest to the teacher and student and also actionable. When we
004see outcomes in our first round of screening, we make adjustments to our teaching practices and our small group interventions for students. The same applies to the math classroom level assessments. So, I'm just re-sharing with you our student result policies for numerousy that we shared in September of 2024. As a reminder, we had progress with exceptions noted where we had solid progress at 8th and 10th and need to continue to improve our outcomes in third grade. You can also see linked to previous presentations that we shared with you with in-depth information about the secondary schools math results and some elementary school results from earlier this school year. And with that, I'm going to turn it to Rick to talk about our most recent data in Ames Webb. Rick, thanks Steph. Um, so on this slide you're
005going to see Ames Web data uh for kindergarten and first grade combined and the data that we have available presently is fall to winter data for this school year. Uh we're we're presently assessing students in the spring window. So more information will become available later in the year. the the data that you're seeing here is math benchmark data. Um we're seeing a nice significant amount of growth in our students from fall to winter. Uh and if you take a look at the scorecard, you'll see this this improvement of 12.3% from fall to winter is certainly suggesting that we'll be on track to meet or exceed our endofear goal. I do want to note on this slide that on on this slide and on slides that follow the showing as web data there's a target line
006on the data. The target line shows the 40th percentile. Um and this is this is uh 40th percentile across the nation. Um so the color green shows uh to the right of that 40th percentile students scoring from the 40th to the 75th percentile. Uh the turquoise to the right shows students who are scoring above level in the 76th to 89th percentile and the blue to the far right shows students who are well above level scoring in the 90th percentile or above. To the left of the target line there is there are students who are scoring in the yellow and that is low average in in the 25th to the 39th percentile. The orange shows students below level in the 11th to 24th percentile and the red shows students scoring well below level in the first
007to the 10th percentile. Next slide. So on this slide uh we can see that uh students in K1 are broken out uh by demographic information. So we see students uh broken out by race as well as by uh students with IEPs and students who are multilingual learners. Overall, students across racial groups, students with disabilities, and students who are multilingual learners are showing significant significant improvements from fall to winter. Also, I just want to note on this slide and slides that follow where there is a red alert or exclamation mark that appears to the left of a particular group of students. This is a note of caution for those who are making meaning of the data because the sample size is particularly small which can mean a small number of students can change the data significantly.
008Now I'm going to pass to Lexi to talk to you about math performance for students in grades 2 through 5. Thank you. So here on this slide you see data for second through fifth grade math benchmark data for Ames web. This assessment includes three different areas. So, we're looking at concepts and applications for our students and their ability to solve one and two-step problems. Number comparison fluency, looking at their ability to assess the size of numbers, as well as mental computation. So, as you can see, our data overall at that top box shows an 8.8% increase in students data from fall to winter. Um, as you look at the image below, we see by grade level the breakdown of achievement from fall to winter. Also seeing growth in each grade level. I would highlight third
009grade had the most significant growth there at 16.8%. And we also do want to note the 6% increase in fourth grade in identifying an area for further study for our teams. On the next slide here, you're going to see disagregated data. The first image again by race, then by IEP and our multilingual learners. Some highlights I want to share with you on this particular slide would include some of our gap closing growth. And this is going to be growth where we're seeing demonstrated growth from fall to winter that's better than our overall achievement um or compared to our white students. When you look at the democrat the racial data, you can see that our students who identify as Asian had an increase of 10.6%. 6% two or more races 9.2 our Latino students 13.3 and
010our multilingual learners 11.6 all of those demonstrating gap closing data. Two areas that we're looking at for further study action and improvements of note would be our black students who saw a 6% increase and our students with an IEP who saw 6.7%. both moving in the right direction and seeing growth, however, below our overall achievement for our students. I'll turn it over to Sarah for our sixth through eighth grade data. Thanks, Lexi. Similar to what Lexi shared for second through fifth grade, this is also math benchmark composite looking at our change across time for students meeting benchmark from our fall assessment window to winter. And when we look at our middle schools holistically, we see that there was an overall 2.5% increase in students who are meeting their benchmark um in math. So that suggests
011that we are on track to meet our scorecard goal. We have an overall scorecard goal of a 2% increase in math benchmark composite scores across all of grades six through eight. And so we should um continue to do the work to keep advancing those outcomes. And we see that happening across grades six, seven, and eight. As we look at disagregation, we see our students broken down by racial category, our students with disabilities who have IEPs, and our multilingual learners. Um, you can see incremental growth in each one of these demographic groups with the exception of our students with disabilities who have IEPs. We had a bit of a downward trend there. And so that is also something for our schools, our leaders, our special educators, and our content teachers to take a look at and
012begin to um strategize around how to turn that data trajectory around uh for the remainder of the year. Looking ahead to high school, then we have the preac. If you remember from our secondary presentation back in January, we give the preac in the fall in grades 9, 10, and 11. And in the spring, we give it only in grades 9 and 10 as the 11th graders then take the ACT. So our preACT secure for our ninth and tth graders was just given April 8th. And because that was only about 10 days ago at the time of this recording, um the data is not yet back to us and available for viewing. So we are unable to report on our preac data at this time. However, I'm confident it will be back in a pretty quick
013turnaround so that our sites have it um yet before the end of the school year. The ACT was given in March and so this data has come in and we're looking at students who are meeting ACT benchmark. So scoring a 22 in math. Um and we can see that there was a 3.5% increase overall in all of our 11th graders who are meeting that benchmark score in math on the ACT. When we then disagregate it, you could advance the slide. Thank you. Disagregate the ACT, we are seeing again incremental growth in all categories in this case except for our Hispanic and Latino students. So all of our racial focal groups are showing an increase. Um, however, our Hispanic and Latino students again is something for our sites to be strategizing around and taking a look
014at more intimately um to determine what we might do to disrupt that data trend. In looking at our students with disabilities who have IEPs and our multilingual learners, if you would advance the slide, please. Our students with disabilities are remaining exactly um neutral. So we've neither increased nor decreased. Students with disabilities continue to be a significant area of focus for our high schoolers. We have only 1.7% of students with disabilities across 11th grade who are meeting that 22 benchmark in math. I want to draw attention to the multilingual learner slide. These data sets are flipped. This is the way that it came up in next path, our data visualization platform. Um, all of the previous slides had the prior year first, but our this multilingual learner one has the prior year second. So, it visually
015looks like it was a decrease, but it's actually quite a significant increase uh and having no students who were um showing meeting that benchmark last year in the ACT to 6.4% meeting it this year. So, a pretty significant increase for our multilingual learners, which is a a big celebration. So I'm going to turn it back to Lexi now who's going to talk about next steps for continuous improvement. Thank you. So some of our next steps for continuous improvement in mathematics in our system are going to be to continue to dive into our essential standards. That continued focus help us to highlight the most important concepts for learning for our grade levels and for those courses. This also drives the assessments that our teachers are providing to students, our unit planning, and ensures clarity across every
016single classroom in our system. This year, we implemented some of those changes into our middle school math classes, grounding ourselves in those grade level standards that we adopted in 2021 of Wisconsin um standards for mathematics. We're going to continue to strengthen our instructional practices, engaging in professional learning around high lever practices in mathematics, and supporting our teachers and our students in really going deeper and what those standards mean so that we can support the diverse needs of each and every learner. Moving up into the high school on the right hand side, you can start to see the beginning of some of the design of our new math pathways. So, as we look at our um high school math standards and we think about what current research is telling us, we need to make some improvements
017to ensure that each and every students interests are seen in our mathematics pathways and that all students are leaving as learners and doers of mathematics with a strong foundation in math to be college career and life ready. Stephanie, I'm going to turn over to you for further improvements. Thank you, Lexi. We will continue to center historically marginalized students, students of color, multilingual students, and students with dis disabilities in our problems of practice that drive the 100day planning. We will focus our strategies around those students to ensure that we're making progress for all students. We will be implementing new math instructional materials. Grades 6 through 12 will have a fall 2025 implementation and grades 4K through 5 will implement new materials in the spring of 2026. We will continue our instructional framework implementation. We're moving into
018elements 4 through six and we have recognized by our results in elements 1 through six that we need to deepen our understanding of instructing multilingual and neurodeivergent students. And so through the next three years of our implementation that will be an area of focus for us as well. We will move into designing and implementing common formative and sumitative math assessments to drive professional learning team instructional planning. We will also engage in professional learning around the mathematics teaching framework implementing high lever math teaching practices across our system aligned to our instructional framework. We want to take a moment to express gratitude uh first of all to our community for the fiscal investment in bettering our instructional programming most recently with the passage of the referendum. It ma allows us to maintain um highquality programming and staff
019in spaces that can support our students in growing. So we thank you for that. We want to express gratitude to our dedicated math education team and everyone who teaches math in our system. We value our educators and the impact they're making for students and families. And our results today are because of our educators hard work at growing students abilities in math. And we want to thank you to our school board for your strong commitment to equity and ensuring that we advance academic outcomes for each student. So with that, we'll close out this presentation and we look forward to engaging in dialogue with our school board at the upcoming meeting. Thank you so much. [Music]