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AISD monitoring report shows mixed third‑grade MAP and STAAR outcomes; district shifts MAP timing and highlights reading‑academy gains
Summary
The district presented end‑of‑year MAP (progress) and STAAR (state) third‑grade reading and math results. Administrators said MAP predicts STAAR accurately for math, less so for reading where testing timing and fatigue depressed MAP outcomes, and the district will move MAP earlier and expand Reading Academies and other supports.
Austin ISD administrators presented a full year of third‑grade reading and math data, telling trustees the district had mixed results and planned adjustments to make MAP progress measures more useful in predicting STAAR outcomes.
Chiefs of schools and academics summarized goal‑monitoring data: MAP progress targets for African American economically disadvantaged third graders in reading fell short (15% actual vs. 18% target), while Hispanic economically disadvantaged students met or exceeded reading and math goals. On the end‑of‑year STAAR scorecard, economically disadvantaged students overall did better than the set target for both reading and math, the presenters said.
Presenters said the district discovered MAP accurately predicted STAAR results for math but underpredicted reading outcomes because the district administered MAP immediately after STAAR last spring and students—especially those struggling readers—showed fatigue. “Reading requires a little bit more stamina,” one presenter said, noting MAP was given after STAAR in some schools, which they plan to change.
Administrators announced a timing change: MAP will be administered in late March in future years so that educators can use MAP as a predictive tool ahead of STAAR and make late‑term instructional adjustments. The district also highlighted training and supports: Reading Academies for K‑3 teachers appeared correlated with stronger STAR gains at campuses that completed the training, and the district said it would continue the academies in revised, shorter formats and offer proficiency pathways to reduce seat‑time burdens on teachers.
Trustees pressed for campus‑level details, student‑group breakouts and school‑size context for the percentages. They also asked how the district will use additional planning time (new PLC minutes built into the elementary schedule) to support differentiation and MTSS interventions for students not at grade level.
Ending: Trustees accepted the report and asked for follow‑up materials that include campus‑level counts and clearer N (sample sizes), plans for the March MAP window and an update on Reading Academy participation and outcomes. No formal votes changed policy at the meeting.
