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NEWBURG R‑II leaders present MAP/Evaluate results and outline interventions for reading, math
Summary
Administrators presented MAP and Evaluate testing snapshots showing early-grade ELA gains—kinder from 40% to 53% in one period—but persistent math deficits in several grades; leaders described testing-schedule changes, expanded interventions (Win Time, Barton, small-group instruction) and instructional supports to boost growth.
District administrators presented MAP and Evaluate assessment snapshots for kindergarten through high school and described instructional steps they plan to take to improve outcomes, particularly in math.
S6 summarized the kindergarten data: "They went from 40 percent in October to 53 percent in December," and noted that those kindergarten scores reflect partial-year standards. Several early grades showed strong month-to-month ELA growth, officials said, while math results remain a concern in multiple grades. S6 emphasized that MAP and Evaluate are being used to diagnose gaps and guide intervention: "We're adding more resources that align with the standards, giving the teachers the tools they need for tier 1 and tier 2 teaching," S6 said.
Administrators described concrete interventions already underway: wider deployment of the Wonders reading series, UFLY phonics as an early-intervention tier 1 program, Barton for tier 3, a developing sensory room, SAT team coordination, and 'Win Time' small-group slots for targeted support. To reduce testing disruption, staff said they would not test all sections in one day in future cycles: "We're not gonna test all sections in one day," S6 said, adding that breaking up tests should reduce student fatigue.
The presentation included district-level comparisons to nearby schools and state averages; board members asked for ongoing monthly updates and for staff to bring back refined testing schedules and progress metrics. Administrators said internet reliability and small cohort sizes can skew month-to-month results and pledged to dig into absences and cohort changes when analyzing dips.
The board did not take any immediate formal action on the assessment reports; staff will return with follow-up data and implementation details.
