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District scorecard: midyear MAP growth up; concerns on math transition to middle school and college readiness gaps
Summary
District staff reported midyear MAP growth and higher CCMR results even as math growth slows at middle school grades. The district is implementing phonics K–3, blended learning and pre-AP to address long-term readiness; administrators also noted reduced disciplinary removals and work on attendance.
District staff presented a midyear scorecard update to the board on Feb. 24, 2025 showing gains on several measures and identifying persistent gaps the district plans to address.
Miss Hendricks, district staff member, said the district’s Priority 1 metric — “every student grows every year” — rose from a baseline of 49 to 55 percent at midyear (the district’s 2027 goal is 65 percent). Hendricks said early-grade growth (kindergarten through fifth) is strong, and the district will implement a K–3 phonics program and a blended-learning model to strengthen early foundational skills. She noted that the district’s CCMR percentage increased (citing a rise from 89.4 to 93.4 in one multi-year comparison) while many districts declined after CCMR changes.
Hendricks flagged math as an area of concern, particularly the vertical alignment between fifth and sixth grade and the relatively low growth for the small cohort taking eighth-grade math (77 students districtwide with 42% meeting projected growth). “It’s more like the vertical alignment leading up to algebra,” she said, referring to the need for curriculum and instructional adjustments so students are prepared to take advanced math earlier.
Staff also reported operational and climate indicators: MAP testing is administered three times a year (fall, winter, spring); the district recently began reporting bilingual MAP results in Spanish; ACT and TSIA participation and dual-credit completion were discussed as lagging but improving CCMR components; discipline removals on elementary campuses decreased substantially (elementary removals were reported at 2.8% at the time of the briefing) and secondary removals are down as well. Attendance was reported at 93.83 percent (district target 96% by 2027). Hendricks and the board discussed engagement strategies to move from teacher-centered to student-centered instruction, especially at the secondary level.
Why it matters: the scorecard drives instructional priorities, staffing, curriculum choices, and interventions to increase college and career readiness and close achievement gaps across grade bands.
