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District reports winter NWEA MAP scores; leaders point to sustained growth
Summary
Chief Academic Officer McCarroll presented winter NWEA MAP results showing district percentiles generally at or above national norms and noted observed growth in many cohorts exceeded projected growth norms.
Chief Academic Officer McCarroll presented the district’s winter NWEA MAP assessment results and described how the data will guide targeted instruction.
McCarroll said the district’s overall MAP percentile for the tested window was approximately the 59th percentile in reading and that some grade cohorts showed notable gains: for example, an increase in the percentage of 8th graders meeting high‑school‑readiness scores in reading from 59% to 67% in the winter window. She reported first‑grade early literacy declined modestly from fall to winter (from about 75% to 69% on the district benchmark), while third‑grade reading rose from 59% to 62% and several middle‑grade cohorts exceeded projected growth norms.
On math, McCarroll said K–5 readiness and upper‑grade readiness metrics remained generally at or above national norms; the district’s 8th‑grade readiness in math improved from about 68% to 72% between fall and winter. She noted that across the district buildings observed growth frequently exceeded the projected grade‑level growth diamonds on MAP charts.
Board members asked about MAP norms and parent reports; McCarroll clarified that MAP norms are national (the 50th percentile benchmark), that updated norms will be published by MAP in the summer, and that district reporting to parents includes comparisons to the national norm and to district‑level cohort percentiles.
McCarroll outlined next steps: targeted interventions in reading, math and writing; drilling down into MAP skill reports for small‑group instruction; ongoing professional development and coaching to support teachers; and use of the Illinois State Board of Education (ISBE) state literacy plan in district planning. She said buildings and instructional coaches will continue to use MAP skill breakdowns (vocabulary, decoding, comprehension strands) to tailor instruction and progress monitoring.
The presentation concluded with administrators reporting that building‑level teams and PLCs will continue to monitor and act on the data.
