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GCISD reports special education students tracking close to district averages on midyear diagnostics
Summary
District special‑education leaders said students with disabilities are making measurable progress on individualized goals and I‑Ready diagnostics; staff credited accommodations, instructional coaching and MyPath personalization.
Grapevine‑Colleyville ISD’s executive director of special services reported midyear progress for students with disabilities and described steps underway to align specially designed instruction with district interventions.
Lindsay Fuentes said special education students’ annual goal progress averaged about 63 percent on district measures and that stretch‑growth indicators placed special education students in similar ranges to the overall student population on several diagnostics. In mathematics, Fuentes said special education students were tracking at roughly 57 percent on the measured outcomes described in the presentation.
Fuentes and special education coordinators credited implementation of accommodations with fidelity, use of I‑Ready MyPath personalization, and enhanced collaboration between resource teachers and general‑education teachers. The department has conducted coaching cycles, embedded accommodations and modifications into classroom plans, and used multiple data sources (IEP goals, I‑Ready, teach checks) to set individual targets and monitor progress.
Administrators said the midyear findings allow case managers and teachers to narrow IEP goals where data show more focused needs and to use MyPath and manipulative supports for math. The director said special‑education staff are seeing benefits from the district’s scorecard focus on aligning accommodations and instruction.
