District presents 2024–25 MAP results: math gains; literacy work ongoing with new training commitments

Carson City School District leaders presented spring 2025 Measures of Academic Progress (MAP) interim assessment results June 24, showing stronger spring‑to‑spring gains in mathematics and more modest improvement in English/language arts. District staff described steps to build on math momentum and to accelerate literacy work.

Presentation highlights
- Math: District officials said elementary and middle school students posted the strongest spring‑to‑spring growth in mathematics the district has seen in several years. Staff credited a new K–5 math instructional resource (Math and You), aligned common assessments and intensive professional learning for teachers.
- Reading/ELA: Staff said reading achievement and growth showed incremental improvement but lagged math. District leaders described ongoing work to align proficiency scales, revise assessments and expand evidence‑based literacy training.

District actions and supports
- Proficiency scales: The district has drafted proficiency scales for grade‑level standards and learning progressions the district says help teachers identify specific gaps and plan targeted instruction or enrichment. Staff said proficiency scales make it clearer what mastery looks like at levels they label 2 (learning progression) and 3 (grade‑level expectation). Staff provided kindergarten through second‑grade examples for addition to show how the skillset evolves across grades.
- Instructional resources and professional learning: District staff said the K–5 math resource was selected to match the proficiency scales and that schools received focused professional learning plus common assessments and progress monitoring. For literacy, the district has been expanding professional learning in evidence‑based approaches including Orton‑Gillingham and Letters (Language Essentials for Teachers of Reading and Spelling); district staff said 38 teachers pursued Letters training on their own time this year and the district funded other literacy coaching positions.
- State legislative context: Staff noted forthcoming state requirements (SB 460) for literacy training that will increase professional learning obligations; the district said it is already building capacity and has hired a Title I‑funded literacy coordinator to support schools.

Trustees’ questions and follow‑up
Trustees asked about statewide comparisons and accommodations for students with IEPs and English‑language learners; staff said statewide SBAC and accountability results were not yet available and that MAP growth was one district‑level measure used for instructional planning. Trustees also suggested correlating attendance and MAP quintiles; staff said that analysis exists and can be provided.

What wasn’t decided: this was an informational update; no policy changes were adopted. Staff said they will continue to report progress and provide more analysis tying attendance and other factors to academic outcomes.