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Weslaco trustees review LSG performance targets after mixed gains on state indicators
Summary
District leaders told the board that third‑grade reading and math remain below the long‑term board goal; staff described implementation steps for kinder–second interventions and new math curriculum training to close gaps.
WESLACO, Texas — Trustees at the Weslaco Independent School District received an extended report on the district's long‑term governance targets and student outcome measures (LSG), with administrators saying the district has made modest gains but remains short of its long‑range third‑grade goals.
The district's board goal for third‑grade postsecondary readiness is 60 percent meets‑plus on the relevant state measure. Presenters told the board third‑grade reading finished near 51 percent meets‑plus this year — short of the board's interim target — while third‑grade math finished near 45 percent meets‑performance in the district. Staff emphasized that both subjects showed gains between benchmark checks during the year.
Why it matters: The LSG goals guide district priorities, training and resource allocations. Officials said the board goal does not change, but staff proposed revised interim grade‑level progress measures (GPMs) to better phase in work across grades K–2 and support third‑grade performance.
What the district will do: Presenters listed several actions they said will support gains: rigorous weekly PLCs (professional learning communities) that give teachers protected time to plan and analyze data; stronger alignment and fidelity checks for core instructional materials; expanded early‑grade interventions focused on foundational skills and fluency; and a multiweek professional‑development plan tied to a new elementary math adoption (Bluebonnet) with Region 1 support.
District staff said they will provide additional coaching and monitoring, expand targeted small‑group instruction, and increase cross‑campus collaboration so campuses that have shown strong gains can share concrete practices with others. Staff also noted the difference between achievement and growth metrics and said both will be tracked.
Board action: Trustees approved a revision to the district's GPM calendar (the board monitoring calendar) for the 2025–26 school year to adjust the distribution of interim targets; the board kept the overall long‑term target unchanged. Trustees and central office leaders said they will monitor results closely during the next academic year and that training and curriculum implementation will begin in summer and continue through the start of school.
Ending: Administrators and trustees repeatedly pointed to consistent PLCs, clear expectations and campus collaboration as the most important levers, and they asked principals and instructional coaches to prioritize early‑grade diagnostics and attendance as immediate levers to protect funding and improve outcomes.
