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District reports gain in math on MAP interim assessments; reading growth smaller, literacy work continuing
Summary
Spring-to-spring MAP data show notable math gains at elementary and middle grades and smaller improvements in reading; district staff pointed to adoption of a new K–5 math resource, proficiency scales and targeted professional development and described ongoing literacy work including LETRS, Orton‑Gillingham and PRESS interventions.
District assessment staff presented spring MAP (Measures of Academic Progress) interim results to the Board of Trustees on June 24, reporting measurable growth in mathematics across elementary and middle schools and smaller gains in reading.
Tasha Fussen (district assessment staff) and Superintendent Filan (presenting) framed the MAP results as a spring-to-spring comparison — the district uses fall, winter and spring MAP windows but emphasized that spring-to-spring growth offers a useful year-over-year view of progress. Fussen said elementary and middle-school mathematics showed “the best growth that we’ve seen in the past 4 years” with improvements in achievement and growth metrics. Reading (ELA) showed incremental improvement but did not rise as strongly as mathematics.
Why it matters: Interim assessments…
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