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Godley ISD sixth‑grade campus reports gains in math mastery and attendance after targeted coaching and interventions
Summary
Presenters at the sixth‑grade campus showcased data showing improvements in math 'Masters' level scores (from 15% to 20% in a measured administration) and higher attendance after engagement campaigns; they credited Friday quick checks, honors math, data trackers and student‑centered coaching cycles for measurable classroom gains
The Godley ISD sixth‑grade campus presented a campus spotlight to the board highlighting instructional changes, coaching cycles and attendance incentives that campus leaders said led to measurable gains in student performance and engagement.
Key results presented: The campus reported its top performance band (‘Masters’) in math rose from 15% to 20% between administrations on a district assessment; presenters said the shift represented movement of students from the second tier into the top level and called that a roughly 5 percentage‑point increase in master level performance. Attendance was highlighted as well: the campus reported a jump from 93.6% during one week in 2023 to 95.86% during the same week in 2024 when a school‑wide engagement activity ran; the March attendance week reached 96.28% and the campus reported 100 students with perfect attendance for that month.
What the campus is doing: The sixth‑grade presenter listed classroom and schoolwide tactics: Friday Quick Checks in four core subjects, targeted small‑group coaching informed by those weekly checks, an honors math class introduced this year, expanded data dashboards for weekly PLC review, goal setting with students and an increase in student‑centered coaching cycles led by the instructional coach. “Our goal this year was to improve math scores by at least 5%,” the sixth‑grade presenter said. The campus credited instructional coach Ms. Roark for coaching cycles that produced large gains for specific teachers: in one coaching cycle a teacher’s students moved from the bottom tiers to top performance across formative checks.
Why it matters: Campus leaders said the work is intended to accelerate students into higher mastery bands and to reduce learning loss through frequent, targeted formative assessments and immediate teacher adjustments.
Ending: Campus staff asked the board to continue supporting data‑driven instruction and training; they said improvements will be tracked into next year as RTI and data‑tracking changes are implemented districtwide.
