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Third‑grade MAP goals nearly met; district reports early‑year gains in math and literacy
Summary
SCUC ISD reported beginning‑of‑year MAP results for third grade that nearly meet the district's 63% end‑of‑year target in math (62.8%) and exceed it in literacy (64.7%); cohort tracking shows the same group entering fourth grade above goal, and staff described professional development and STEMscopes support measures.
Schertz‑Cibolo‑U City ISD staff reported early‑year MAP Growth results showing third‑grade achievement percentages close to or above the district's end‑of‑year target of 63 percent for both math and literacy.
Staff said the district sets five‑year, quantifiable third‑grade goals; for the 2025‑26 academic year the end‑of‑year target for third‑grade achievement (percent at average/high average/high) is 63 percent for both math and literacy. "Our total average and higher is at 62.83%," staff reported for beginning‑of‑year third‑grade math; for literacy the beginning‑of‑year average/high/ high combined was 64.74 percent, exceeding the target.
Cohort monitoring: the district follows grade cohorts; the current cohort moving from third to fourth grade began the year with a 62.83 percent math score and shows a 66.42 percent beginning fourth‑grade score, and literacy for the same cohort rose from 64.74 percent to 68.79 percent at the fourth‑grade beginning‑of‑year check.
Interventions and supports: staff cited tier‑1 instruction, targeted professional learning for grade‑level teachers (kinder/first/second phased training approach), use of STEMscopes (K–8 curriculum adopted earlier), differentiated instruction, honors institute support and learning walks to support implementation and instruction consistency.
Why it matters: third‑grade reading and math performance are commonly used indicators of early elementary success and predictors for later academic progress. Staff said they will continue to monitor mid‑year MAP and STAR benchmarks and use MAP's STAAR projection metrics to inform interventions.
Next steps: campuses will continue tier‑one instruction improvements, expand targeted professional learning (including more sessions on STEMscopes), and sustain learning walks and coaching to push scores through to end‑of‑year targets and maintain cohort gains.
