Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Assessment And Instruction topic
No spam. Unsubscribe anytime.
Richardson ISD reports midyear MAP gains; principals credit data-driven interventions and family engagement
Summary
District staff presented middle-of-year MAP results showing that 52% of the cohort met reading growth expectations and 51% met math growth expectations; three principals described school practices that supported gains.
District staff presented midyear Measure of Academic Progress (MAP) results to the Richardson ISD Board of Trustees and highlighted district- and campus-level practices that district leaders said are driving student growth.
Dr. Ortiz led the presentation and said the district compares the same cohort of students from winter 2024 to winter 2025 to measure growth. She reported that 52 percent of cohort students met their MAP reading-growth goals and 51 percent met their MAP math-growth goals; the district27s interpretation is that this meets the national-norm expectation (50 percent) for growth. Dr. Ortiz noted the MAP scale is a stable "RIT" scale that measures growth across grade levels and said the district is "on track to meet our growth goals."
District leaders spotlighted three campuses with strong midyear growth and invited campus principals to explain how they use MAP data.
- Emily Grama, principal at Lake Highlands Elementary, said the campus uses PTA-funded planning days and two PTA-funded tutors to target small-group instruction and to meet students "by name and need." She described monthly student-care-and-concern meetings and teacher-led data conversations that guide interventions and enrichment.
- At a bilingual campus, staff said teachers are partnered with interventionists and support staff; the school holds weekly data meetings and holds intervention staff accountable for tracked growth.
- At Prairie Creek Elementary, Principal Stephanie G. described a schoolwide culture of data and collaboration that includes paraprofessionals and noninstructional staff in intervention plans. Principals said students are given ownership of goals; staff use portfolios (Seesaw or Schoology) to communicate progress with families.
Dr. Ortiz added context: the district presents MAP with STAR and other local assessments to project likely STAR performance and to inform targeted instruction for the remainder of the school year. She noted a small eighth-grade algebra subgroup (about 218 students) affects one grade-level data point. The presentation emphasized that data-driven PLCs, learning walks, and targeted interventions continue through the year.
Trustees asked for cohort definitions, projections to STAR, and for further explanation of Spanish-language MAP administration for dual-language students; staff explained Spanish MAP is used when appropriate and campuses sometimes administer both English and Spanish versions to evaluate which best reflects a student27s progress.
The item was informational; trustees praised principals and staff for the work and asked for continued reporting.
