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Godley ISD reports student growth on TAPR measures and spotlights campus programs
Summary
At a public hearing on the Texas Academic Performance Report, Godley ISD leaders reported gains in grade‑level performance and described instructional strategies, PLCs, student‑centered coaching, and outreach that they say helped move students during the 2023–24 school year.
Godley ISD administrators presented the district’s Texas Academic Performance Report (TAPR) and related student‑achievement updates during a public hearing March 17, telling trustees they have seen measurable growth on multiple measures and describing classroom interventions and campus programs intended to sustain progress.
District staff said some subgroup changes in federal reporting reflect changes in classification (for example, dyslexia services moving from 504 plans into special education under recent guidance). Presenters described cooperative teacher planning (professional learning communities, or PLCs), weekly common assessments, student‑centered coaching cycles and a targeted “WIM” (What I Need) intervention block for small‑group instruction.
The administration reported that secondary students performing at or above grade level in math rose to 76 percent (up from 66 percent) and that elementary reading and math measures showed mid‑year gains: one presenter said elementary math moved from about 61 percent to 67 percent on a district measure and reading from 54 percent to 65 percent for a mid‑year cohort. The district also reported strong MAP growth: staff said roughly 72–73 percent of students showed growth at or above a benchmark percentile from the beginning to mid‑year measures.
Presenters linked gains to targeted instructional practices: monthly deep‑dives into TEKS standards, common formative assessments (CBAs), Friday quick checks in secondary grades, cross‑content writing strategies at the high school and increased inclusion supports for special education students. The district said it tracks multiple measures (STAR, MAP, local CBAs and teacher perception data) rather than relying on a single snapshot.
Public questions from trustees addressed gaps on the TAPR “meets grade level” band; administration said teams are narrowing instruction to next‑level skills, pushing students from approaches to meets and from meets to masters through targeted questioning, productive struggle and additional interventions. Trustees also asked about teacher pay; the superintendent replied that state funding and legislative action would be needed to materially shift local pay scales.
The presentation included campus spotlights and recognitions for student organizations (for example, the Texas Association of Future Educators qualifying projects for a national conference, UIL cheerleading advancing to nationals, and LadyCat basketball district results) and a report on Legacy Elementary’s enrollment growth and instructional initiatives.
Trustees received the TAPR presentation and asked administration to continue reporting progress as year‑end data become available.
