Lewisville ISD reports gains in early literacy, math and college-readiness metrics; CCMR participation rises

Lewisville ISD staff on Tuesday told the Board of Trustees that end-of-year student-assessment targets were met districtwide in most categories and that college-, career- and military-readiness (CCMR) measures increased after the district expanded testing opportunities.

Adrian Moreno and the learning-and-teaching team presented results showing broad gains: staff said more than 99% of students completed the district’s end-of-year reading and math assessments and that many campuses met or exceeded targets. The presentation noted that, in third-grade reading and math, the district met most targets and that many campuses showed double-digit growth from beginning to end of year.

The district also increased the number of students taking college-readiness exams by administering TSI to students who had completed Algebra II or English III; testing numbers rose from about 3,500 the prior year to 9,635 this year. Staff reported that roughly 80% of seniors had completed at least one college-readiness exam and that the class of 2025’s seniors meeting TEA CCMR criteria rose from 44% at the start of reporting to about 64% in the most recent run of data — figures staff cautioned are preliminary and subject to TEA finalization.

Trustees asked about patterns at campuses that do not meet targets. Learning-and-teaching staff said they track trends, target new teachers and high-need campuses for personalized coaching and PLC (professional learning community) support, and conduct three campus check-ins per year on CCMR progress. Staff described roughly 3,800 personalized coaching and PLC interactions this year despite a reduced central-office instructional staff.

Trustee Stacy Barker praised gains among special-education students and noted the district’s intervention work. She asked how the district targets students who enroll midyear; staff described frequent screening (DIBELS, Istation) and benchmarks that let teachers quickly diagnose and support new students. Trustee Buddy Bonner asked whether low-performing campuses show persistent patterns; staff said they analyze longitudinal trends and combine that analysis with targeted coaching and principal-level interventions.

Staff also warned trustees that the district will change its assessment tool next year (moving away from Istation), a change that will require recalibrating targets and the district improvement plan for 2025–26. Administration said those new HB3-aligned targets will be presented in September when the revised baseline is available.

The board did not take a vote on the assessment update; the presentation served as an informational update and a preview of DIP (district improvement plan) and long-range plan adjustments.