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Georgetown ISD says midyear evidence shows reading gains but math and some interventions need more staff support
Summary
At a Feb. 4 workshop, Georgetown ISD staff reported that K–8 reading progress is on track, math requires additional instructional focus, walkthrough data show most classrooms meeting grade-level standards, and tiered interventions are being implemented but Tier 3 support is constrained by staffing.
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 applied to literacy.
District staff described how PLCs are being used to identify essential standards, develop common formative assessments, and plan intervention and extension activities. They said Tier 2 interventions often occur inside the classroom through small-group instruction. Howard and other presenters acknowledged that Tier 3 (intensive) supports are limited by current staffing levels at high-priority campuses.
On social-emotional and behavior supports, district presenters said universal behavior screeners and Tier 1 systems are broadly in place. A district behavior coordinator reported about 85 percent of students fall in a “low support” category that responds to Tier 1 supports; roughly 11.5 percent need additional supports and 3 percent need the most intensive supports. The district also reported a marked decrease in out-of-school suspension placements and said staff are reviewing referral locations and patterns every nine weeks.
The midyear update described other district efforts: 105 students recognized for learner-profile attributes since October, a parent survey showing 72 percent of parents said they feel well informed about learner-profile progress, formation of a district advanced-academics “think tank,” and preliminary college-, career- and military-readiness (CCMR) metrics for the class of 2024. Presenters said CCMR data are incomplete in some categories (for example, Department of Defense military-readiness verification and full OnRamps tallies are still being collected) and that an increase in industry-based certification rate to 37 percent represented a five-percentage-point gain.
District leaders also summarized safety work: a district vulnerability assessment was conducted and a closed-session briefing will follow at the regular February board meeting; staff said they are implementing additional training for support staff and reviewing fencing and camera placements as recommended by the assessment. The district reported the Student Support Team has taken six referrals so far this year (compared with 11 last year) and described the team’s role in coordinating school and community resources for students needing additional supports.
Why it matters: The midyear evidence presentation gives the board an update on whether district strategies are producing expected results and where additional investments or staffing shifts may be required. District leaders emphasized that reading gains are promising while math and intensive intervention capacity need further resourcing.
District next steps and context: Presenters said next steps include adding multiple math-focused professional learning sessions in February, expanding writing-conferencing practices, continuing campus support-team visits, and directing the PLC process to identify next instructional steps. Staff repeatedly emphasized that some goals are “on track” while others require more time and staffing to reach district targets.
Speakers quoted in this account spoke during the midyear evidences portion of the Feb. 4 workshop; some items (for example, the vulnerability assessment) will be debriefed further in closed session at the regular February meeting.
