Georgetown ISD says midyear evidence shows reading gains but math and some interventions need more staff support

Georgetown Independent School District staff told the board at a Feb. 4 workshop that midyear evidence shows progress on several strategic priorities while flagging areas needing more targeted support.

District presenters said assessment comparisons between the start and middle of the year show growth in K–8 reading attributed to a strengthened phonics routine and expanded focus on comprehension and writing. Dr. Sonia Howard, a district presenter, said the middle-of-year data “show that our students are on track” in reading and that administrators recorded more than 2,500 classroom walkthroughs, with 86 percent of visited classrooms rated at grade-level learning and 78 percent of visits aligned to the GISD curriculum.

The midyear report singled out mathematics as an area that needs additional attention. Howard and other instructional staff said the district is increasing professional learning time for teachers to unpack math units and essential standards, moving toward the same level of PLC (professional learning community) focus teachers have…