Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Student Assessment topic
No spam. Unsubscribe anytime.
Colton SD 53 outlines multi-pronged plan to raise MAP growth: attendance, incentives and targeted tutoring
Summary
Administrators presented MAP assessment results and linked attendance and behavior to performance; trustees heard a five‑part plan (positive recognition, testing environment improvements, tier‑1 curriculum alignment, tier‑2 high‑dosage tutoring, and tier‑3 interventions) and asked staff to define needed resources and timeline.
District administrators walked trustees through MAP (Measure of Academic Progress) results and a multi‑pronged approach intended to raise growth and achievement across grade levels.
Administrators reported some encouraging growth but said the district remains below desired thresholds. For example, the high school’s regular attendance data rose to about 62% (from roughly 51% last year), and district presenters cited MAP growth percentages by grade while noting particular areas of concern: a dip in 9th‑grade ELA achievement and a 10th‑grade math drop at the high school.
The staff outlined five primary levers to improve MAP outcomes:
- Positive recognition and incentives (schoolwide celebrations, assemblies, and prize drawings) to change culture and motivate students; - Testing‑environment improvements (smaller proctored groups, cardboard testing barriers to reduce distractions, water/snack breaks and a clear testing schedule); - Tier‑1 curriculum alignment so electives and core classes intentionally reinforce MAP learning targets; - Tier‑2 high‑dosage tutoring through advisory (targeted small‑group instruction at least twice weekly); - Tier‑3 individualized interventions for students far below targets, including parent meetings and CESD collaboration.
Administrators described immediate actions already planned: one‑on‑one MAP goal‑setting in advisory for 9th and 10th graders after spring break, teacher training for proctors and a pilot of improved testing environments. They also recommended defining thresholds for unexcused tardies (3 unexcused tardies triggers academic academy time) and piloting system incentives to reduce tardies and improve first‑period attendance.
Board members urged staff to identify the specific budget or staffing needs required to implement the plan and asked for short‑cycle check‑ins rather than waiting an entire quarter.
Key quote: "I——— I want at least 60% of our kids plus making average or better growth — I'd be ecstatic with 80," an administrator said, underscoring the board’s performance targets.
Next steps: staff will return with prioritized resource requests (FTE or budget items) and a timeline to pilot incentives, set MAP goal‑setting procedures and monitor progress in shorter cycles.
