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Crosby ISD reports mixed results on Milestone 2: RLA gains, middle-school math struggles amid test changes
Summary
Curriculum directors Christina Castillo and Brandy Gosling presented Milestone 2 results showing growth in reading-language arts at several elementary and middle grades but declines in some middle-school math measures—staff cited a change in seventh-grade testing and identified priority grades and campuses for interventions.
Christina Castillo and Brandy Gosling, curriculum department directors, presented Crosby ISD's Milestone 2 assessment results (spring testing) and compared them with Milestone 1 (fall) and last year's spring results.
Castillo and Gosling said districtwide reading-language arts (RLA) met-level scores rose at many elementary and middle grades when comparing Milestone 1 to Milestone 2; examples included third-grade RLA rising from 30% to 39% and sixth-grade RLA from 44% to 59% between the fall and spring administrations. They reported mixed math results: fifth-grade math held steady at 55% meets, while seventh-grade on-level math showed a notable drop that presenters attributed in part to a deliberate change in the test taken by seventh-grade students (honors students took the eighth-grade Star assessment while on-level students took the seventh-grade test), described by the presenters as a year of "growing pains." The presenters said the seventh-grade honors change was intended to improve algebra readiness.
Comparing spring-to-spring (2023-24 Milestone 2 to 2024-25 Milestone 2), Castillo and Gosling reported growth in several cohorts: third-grade RLA from 38% to 39%, fourth grade from 44% to 45% and fifth grade RLA from 47% to 64%. At the middle-school level, they highlighted increases such as sixth-grade RLA from 35% to 59% year-over-year. However, they flagged seventh-grade math performance as a primary concern and listed district academic priorities: third- and fourth-grade math, third-grade RLA, fifth-grade science, sixth- and seventh-grade math at the middle school, and English I and II at the high school.
The district's action plan calls for dedicated planning time with curriculum coordinators, intensified reading and math remediation delivered by district and campus personnel, and targeted coaching/modeling in classrooms. Trustees asked what would be done differently for grades that regressed from fall to spring; presenters said the district shifted in the fall to teacher-focused support and in the spring to more intensive direct student interventions and push-in support from district coordinators.
Castillo and Gosling provided campus-level handouts and said more detailed reports would be distributed to trustees.
