Richland 2 presents instructional plan update and formative-assessment data; MAP growth shows gains in reading

Richland School District 2 academic leaders presented an update on the district's instructional plan on Nov. 11, focusing on how formative assessments inform classroom practice and continuous improvement.

Senior chief of academics Jennifer Morrison and Executive Director of Accountability Dr. Jennifer Coleman described the three-assessment approach the district uses: DRC Beacon (state-endorsed formative assessment being piloted in kindergarten), NWEA's MAP (used to measure growth across grade levels) and MasteryView/TE21 benchmarks (criterion-referenced benchmarks aligned to standards). Dr. Coleman stressed that formative assessments are "flashlight data" intended to guide instruction rather than be used as punitive measures for teachers.

Dr. Coleman presented MAP results showing higher growth in math for grades 2, 3, 6 and 8 compared with the previous year and reading growth that improved in every grade level from fall 2023-24 to fall 2024-25. MAP data also allow comparisons with national norms; the district showed results above national expected growth in several grades. Administrators cautioned that the MAP and benchmark outputs identify instructional areas for improvement rather than provide a single summative judgment.

Mr. Newton and other academic staff described how benchmark reviews, professional learning communities and job-embedded coaching are used to address gaps. Examples include pairing teachers for unit instruction, adjusting pacing guides where necessary and emphasizing academic language and vocabulary across content areas.

Administrators also warned about implementing DRC Beacon in kindergarten cautiously; Dr. Coleman said computerized testing at that age can present usability issues and pledged to treat the data carefully while complying with state Read to Succeed requirements.

The presentation concluded with next steps: continued pilot work for DRC Beacon in a small set of schools, targeted teacher supports where benchmark data show weaknesses, and ongoing principal-led continuous-improvement meetings to monitor progress.

Why it matters: Formative-assessment systems are central to the district's instructional strategy and feed into state accountability measures; changes in assessment design or interpretation can affect classroom practice, pacing and resource allocation.