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District reports winter MAP gains; math exceeds stretch growth goal
Summary
District presentation of winter NWEA MAP results showed gains in math, reading and science compared with fall; math exceeded the districtstretch growth target, with elementary grades showing the biggest improvements.
Dr. Matthews, presenter of the winter NWEA MAP results, told the Council Bluffs Community School District Board on Wednesday that the district recorded growth from fall to winter in math, reading and science and highlighted areas for continued focus.
Dr. Matthews said the district uses the MAP (Measure of Academic Progress) assessment three times a year in math and reading (K-11) and in science (grades 5-11). The district has three strategic metrics tied to MAP: the percentage of students scoring in the top three proficiency bands (district target 65% by year-end), the percentage meeting NWEA individual growth targets (stretch goal 60%), and the percentage of students demonstrating any growth (target 100%). At the winter window, Dr. Matthews reported: math at 60.23% in the top three bands, reading at 58.49% and science at 62.45%; math exceeded the 60% growth-target stretch with 61.85% of students meeting their predicted growth targets, while reading and science were just above 51%.
The presenter noted strong elementary gains: nearly a districtwide 4.93-point increase in math from fall to winter, with double-digit increases in kindergarten, second and third grades. Elementary grade levels were consistently above the districtstretch goal for students meeting growth targets; several secondary grades (notably ninth grade) also stood out for performance. Dr. Matthews cautioned that higher RIT score levels at upper grades produce a smaller margin for measured growth and highlighted that students receiving ELL and IEP services showed the greatest variance in overall attainment, though growth-target attainment by student group was more consistent.
District next steps described by Dr. Matthews include data consults with school leaders, continued administrator professional learning on instructional best practices, leveraging MTSS (multi-tiered systems of support) for targeted interventions, and conducting academic learning walks to identify instructional trends. Board members praised the winter gains and pressed for continued attention to transition grades (second and sixth) and student groups with higher variance.
No formal board action was taken on the presentation; it was provided for information and planning.
