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Superintendent reports: enrollment dips, $845,000 estimated revenue impact; district presents beginning‑of‑year learning data and improvement plan
Summary
Superintendent and staff presented enrollment/attendance data showing a modest enrollment decline (about 130–136 students) with an estimated fiscal impact of roughly $845,000; staff also presented early‑year assessments (pre‑K–8) and the district improvement plan and campus one‑page goals, which trustees approved.
SHARYLAND ISD leaders reported on enrollment and attendance, early‑year academic assessments and the district improvement plan during the board meeting; trustees approved the district improvement plan by voice vote.
Director of Data Systems Mr. Rasinski reported a peak enrollment of 9,652 as of Oct. 9 and an average enrollment year‑to‑date of 9,581, with a refined average daily attendance (ADA) of 9,022.9 and a reported attendance rate of 95.88% for the year to date (the district target is 96%). Superintendent Dr. Howard said the district has seen a decrease of approximately 130–136 students compared with projections; she estimated the fiscal impact of that enrollment shortfall at about $845,000 and said a contributing factor was a number of students on visas returning to Mexico for paperwork.
Rasinski and Dr. Howard explained how ADA is calculated (pre‑K students count for half an ADA point) and said the district continues daily monitoring of membership and attendance. Dr. Howard credited principals and campuses with outreach and incentive programs that have driven recent attendance gains.
Curriculum director Ms. Montalvo presented beginning‑of‑year academic screening results (state early childhood measures and Renaissance/STAR reading and math indicators, and IXL usage for math practice). Highlights included: pre‑K areas of need in rapid vocabulary (71% of English‑assessed pre‑K students identified as needing support) and rapid letter naming (79% among Spanish‑assessed pre‑K students); first‑grade fluency was cited as an area needing support (about 73% still developing); STAR reading proficiency flagged 35.1% of English‑tested students in need of intervention or urgent intervention and 26.2% for Spanish; STAR math showed lower intervention rates (~24.5% English, 19.7% Spanish). Montalvo emphasized that student growth measures (Domain 2) showed gains and remain a focus for coaching and materials adoption.
The board heard a district improvement plan process summary. District leaders said they reduced the number of performance objectives and strategies this year to focus on a smaller set of priorities aligned to four strategic goals: student excellence and achievement, employee experience, community connections, and fiscal responsibility. The district presented 14 campus “one‑pagers” summarizing each campus’s top priorities and site‑based team membership. Trustees voted 6‑0 to approve the district improvement plan and its formative assessment schedule.
Administrators also reported program counts and honors earlier in the meeting: the district serves 607 students identified with dyslexia, supported by 10 elementary dyslexia teachers and seven secondary dyslexia staff (more than half of elementary dyslexia teachers hold the Certified Academic Language Practitioner credential). The board also recognized Harry Shimatsu Elementary as a 2025 Lone Star Ribbon School.
