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LSG update: math growth mixed across grades; third grade posts notable improvement
Summary
Board received a Lone Star Governance update on math implementation. Staff reported stronger growth in math than reading in most grades, highlighted third grade gains, and said first-grade attainment is off track at midyear.
District academic staff presented Lone Star Governance (LSG) data on Feb. 26 focused on mathematics implementation and interim student outcomes, reporting mixed growth across grade bands and noting specific grade-level differences.
The presenter explained that MAP (computer adaptive) growth must be interpreted as changes in student challenge level rather than percent-correct. Staff said that, across most grades, middle-of-year growth percentiles in math were higher than in reading, which the presenter attributed to earlier implementation progress in math curriculum and expanded professional learning. However, most schools remained below the 50th-percentile growth benchmark.
Third grade was an exception: staff said third-grade math growth exceeded the projected 50th percentile and produced measurable achievement gains from beginning to middle of year. First grade and some other elementary grades showed regression in achievement at midyear, leaving first grade officially "off track" for the two GPMs presented (first- and second-grade MAP midyear attainment). Middle-school results were mixed; algebra 1 (including ninth-grade algebra students) showed the growth needed to improve achievement, while traditional eighth-grade math trends remained weak.
Staff outlined next steps: continued rollout of research-based instructional strategies and professional learning for principals and teachers, focused coaching to pair curriculum implementation with instructional quality, and targeted tutoring/Quest interventions for students who need additional support. The district said a research-based instructional-strategy rollout for math began the week of the meeting and will continue into the spring.
Board members asked how targeted supports are delivered within classroom time and via additional tutoring. Staff said on-grade-level (Tier 1) instruction must continue and that schools use scheduled intervention periods (Quest, specialized learning time) and before/after-school tutoring to pull small groups while the rest of the class works on grade-level tasks.
