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Belton ISD reports higher-than-region pass rates after accelerated instruction; pullout interventions show largest gains
Summary
Presenters told the board that Belton ISD students who received targeted accelerated instruction after failing end-of-course (EOC) exams showed growth above regional and state levels; the district reported the most success from intensive pullout instruction before retesting.
At a public hearing on the district's accelerated-instruction results, Belton ISD staff told trustees that students who required retesting on state end-of-course (EOC) exams generally showed higher pass rates than peers in the region and state after targeted interventions.
Gabby Nino, assistant superintendent for teaching and learning, explained that the accelerated-instruction report covers EOC subjects required for graduation (Algebra I, English I, English II, Biology and U.S. History). She said the district uses three layers of intervention: targeted classroom instruction, advisory tutoring ("Tiger/Bronco time") and an intensive pullout program in the weeks just before retesting.
Nino said visuals in the presentation show Belton ISD outperforming the region and state in pass rates after acceleration in all five areas. She and staff highlighted that the most intense, small-group pullout instruction produced the highest success rates. A chart reviewed during discussion noted that, of 186 students who received pullout intervention, roughly 80% demonstrated growth on retest metrics and 59% achieved a passing score after the intervention.
Board members asked clarifying questions about the meaning of "growth" in the district accountability measures; staff explained growth can mean movement across proficiency bands or improvement within a band. Trustees also confirmed the three intervention types are delivered across the district's three high schools and that Holly Moore, director of assessment and accountability, coordinates campus tracking of interventions.
The hearing was informational; no action was required. Staff said they will continue using standards-aligned resources and targeted small-group instruction to support students who do not meet passing standards on first-round EOC administrations.
