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Amana, Oak Hill principals report winter MAP gains and targeted interventions
Summary
Principals for Amana and Oak Hill elementary schools told the Clear Creek Amana School Board their winter MAP/FAST data show notable student growth and describe targeted small‑group instruction, data teams and pre‑teaching strategies used to accelerate learning.
Amana and Oak Hill elementary principals reported to the Clear Creek Amana School Board that winter assessment data show measurable growth across grade levels and that staff are using targeted small‑group instruction and frequent progress monitoring to adjust supports.
At Amana Elementary, Mr. McCumber, the school’s principal, told the board that the building’s aim statement targets 90% growth and that the school is in its first improvement cycle. He said winter MAP and FAST data guided teachers to form flexible, skill‑targeted groups and frequent progress checks. “We move a student in, move a student out, and we target those needs,” Mr. McCumber said, noting that fall‑to‑winter growth at Amana was 81% and that overall building achievement rose from 56% in the fall to 68% in winter on the measures presented.
Mr. McCumber highlighted strong kindergarten results districtwide (fall 70% to winter 82%) and pronounced growth in second and third grades. He described the school’s process—regular data collection, formative assessments (CFAs), and teacher teams that reassign students to groups about every two weeks—to sustain momentum.
Oak Hill Principal Brian Williams said his second‑grade team focused on math after adopting Illustrative Math last year. He said fall MAP results showed roughly half of second graders below the 60th percentile, prompting a root‑cause analysis and a driver diagram emphasizing data teams and small‑group instruction. Williams reported a rise in median percentile from about the 59th in fall to the 72nd in winter and credited pre‑teaching and fidelity to the Illustrative Math phases for the gains.
Both principals thanked interventionists and instructional coaches by name for their roles in the improvement cycles. Williams specifically named Mrs. Olson and Mrs. Kara Maguia as interventionists and an instructional coach he shares with Tiffin Elementary.
Board members and district administrators asked about dashboard access and teacher supports for interpreting MAP data. Staff confirmed a district MAP dashboard exists and said they will continue training teachers in Panorama and other tools so classroom teams can use the data to plan next steps.
The presentations were framed as progress reports tied to the district’s improvement cycles; no board action was taken on these items at the meeting.
