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District reports winter MAP gains, identifies "bubble" students and next steps to improve Georgia Milestones outcomes
Summary
District leaders presented winter MAP results showing growth at multiple grade levels, identified students close to proficiency and outlined targeted interventions, data habits and domain-focused instruction.
Miss Duke presented the district’s winter MAP “step back” review, comparing winter 2025 data with the previous two winters and discussing student growth from fall to winter. She reminded the board that MAP is a norm-referenced, adaptive, formative assessment used to measure growth rather than mastery.
Duke said districtwide elementary reading and language-arts measures showed growth year over year, with “very good growth” in elementary science and “astronomical” growth in mathematics at some schools. For middle schools, she reported growth in reading, language arts, mathematics and science from winter to winter. At the high school level, she noted mixed results for ninth-grade reading and math.
Duke described how the district uses MAP linking studies to project Georgia Milestones outcomes: winter RIT cut scores correlate with a projected level-3 performance on Georgia Milestones. She said, for example, a fifth-grade winter reading cut score of about 212 is used as a benchmark for spring projections. Duke reported that 199 third-graders (24 percent) were already at the spring cutoff that would project to level-3 performance, though that figure is lower than last year and there were two months remaining before spring testing.
Duke also identified “bubble” students and numerical proximity to proficiency: in one example she said 73 middle-school students were within 10 RIT points of a level-3 projection and 85 were within five points. The district’s stated next steps are to identify those students, convene teachers to review attendance, discipline and other barriers, and apply targeted interventions with intentional progress monitoring.
Board members praised the approach and asked for continued emphasis on drilling down to individual students and sharing teacher-to-teacher practices across schools. The presentation was informational; the board did not take action during the work session.
