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RFISD presents midyear MAP/STAR data: reading shows gains in several grades; math flatter, board to form academic committee
Summary
District teaching-and-learning staff presented midyear MAP achievement and STAR projection data showing reading gains in most grades since last year at midyear and flatter math results. Trustees directed formation of an academic committee to examine the data more deeply.
District teaching-and-learning staff presented midyear assessment results from NWEA MAP and STAR projections to the board, reporting that reading achievement and growth showed gains in most grades compared with the same point last year, while math results were flatter overall. Staff said the district will form an academic committee to dig into the numbers and drive targeted interventions.
The data presentation matters because midyear assessment results guide decisions about interventions, professional development and resource allocation; trustees said they expect the academic committee to review grade-level trends and recommend actions to accelerate growth.
Jessica Robbins (presenter) explained three datasets: MAP RIT achievement (nationally normed), STAR end-of-year projection percentages and MAP growth projections. Robbins said reading RIT scores were higher in most grades compared with the same midyear point the prior year, and that MAP growth indicators show more grades meeting growth expectations in reading than in math. STAR projections predict end-of-year 'meets' percentages; third-grade reading was projected at 44% meets (compared with a state actual of 46% last year), and math projections were lower in several grades.
Trustees and staff discussed cohort patterns (for example, how prior-year grade groups compare when they advance a grade), grade-level shifts that typically occur between elementary and middle-school math, and the need to account for student mobility in interpreting percentages. Robbins said teachers and campus leaders would use the data at campus and classroom levels to create targeted interventions and that an interim high-school assessment would be added beginning Feb. 10 to provide more frequent, neutral measures at the high-school level.
Trustees asked for deeper analysis in an academic committee that will include administrators, teachers and three trustees; members emphasized the need to translate the metrics into classroom-level action plans. Staff and trustees noted pockets of strong growth and other grade-level areas requiring focused support.
