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Batavia USD 101 reports math gains, reading growth lags; district to publish state test results in fall
Summary
At a board meeting, district staff presented interim academic data showing above‑average math proficiency and growth on MAP tests, stagnant reading growth, the district—9s first-year ACT benchmarks and dual credit participation, and plans to publish IAR/ISBE results in the fall.
Brad (staff member) told the Batavia USD 101 board that internal MAP (Measures of Academic Progress) testing shows the district has seen strong gains in math proficiency and growth, while reading results have been “a little bit stagnant.”
Tom (staff member) said the district will not have spring state assessment (IAR/ISBE) results until late summer and that the board will receive the official school report card in the fall. “You—9ll get that in the fall when we share that with you around the school report card,” Tom said.
The presentation explained MAP testing logistics: students in grades K–8 take the adaptive MAP test three times per year and growth targets are set relative to national norms. Brad said the district is seeing more students meet projected growth in math than in reading and pointed to targeted interventions and new curriculum adoptions as part of the response.
District staff also reported preliminary results from the first year using the ACT at the high school. The presentation summarized ACT college-readiness benchmarks (for example, English 18, reading 22, math 22 cited from ACT research) and noted gaps in outcomes for students with Individualized Education Programs (IEPs), low‑income students and English learners (ELs).
On English learners, district staff explained EL services and exit rates. The district will monitor fourth- and fifth-grade exit rates from EL services as an important milestone; staff said those specific grade‑level exit rates are a key indicator of whether students are acquiring academic English. Tom explained, “When a student starts with us in kindergarten, really our goal is that they exit EL services,” and that exit typically reflects proficiency in listening, speaking, reading and writing.
The board also heard that dual credit and AP participation is high at Batavia High School. A staff member reported that nearly half of the Class of 2024 took at least one dual‑credit or AP class, and the district recently received ISBE approval for an education pathway that awards a pathway certificate to students who complete the required course sequence and work‑based learning.
Staff emphasized this was a midyear, internal review and that certified state results would be released later; they repeated that internal MAP growth, the new ACT benchmarks and dual‑credit counts would be updated when state and vendor data become available.
Discussion and next steps in the presentation included continuing EM squared math implementation at the middle school, expanding the secondary ELA team for reading interventions, monitoring EL exit rates especially in grades 4–5, and tracking ACT outcomes over future years.
