Board reviews district academic goals and instructional priorities; no action taken

Georgetown Independent School District administrators brought a goal-setting and instructional update to the Board of Trustees at the Aug. 4 workshop, outlining numeric targets for literacy and math, options for accountability goals, priorities for classroom instruction and a schedule for campus support and monitoring. No formal board action was taken; trustees were asked for feedback ahead of a regular meeting in two weeks.

Top-line goals presented: district staff proposed that K'12 campuses "exceed the state on accountability measures" (a broadly phrased Goal 1) and offered two options for a measurable second goal: 2a) increase the number of Georgetown ISD campuses receiving accountability grades of 75 or higher from 13 to all 18 by June 2026, or 2b) move district campuses into the top 25% of comparable schools in Texas. Staff also presented K'8 targets: raise literacy (mCLASS/RLA measures) from 64% on-grade-level in June 2025 to 80% by June 2028 (with an interim target of 68% by 2026), and raise math from 59% to 80% by June 2028 (interim target of 66% by 2026). At the high school level, staff proposed increasing the share of graduates meeting college-, career- and military-readiness criteria from 79% (June 2025) to 90% by June 2026.

Instructional priorities and supports: district leaders (Heather, Jen and others) described three instructional priorities for the year: 1) high-quality tasks aligned to standards, 2) observation and feedback focused on teacher growth, and 3) timely responses to data that allow planned interventions and enrichment. Operational supports include campus support team meetings, principal-supervisor visits, district and campus monthly evidence reviews, principal observation accountability checks and a unit-internalization protocol for instructional coaches.

Teachers'level expectations and curriculum work: staff said the district has adopted new elementary literacy resources (MyView/Savvas) and is revising mathematics curriculum with external support (Education Elements) and with TEA grant participation (Strong Foundation grant). Instructional documents will include "I can" statements (student-facing learning targets), embedded support and extension materials, and common formative assessments. Staff stressed coaching in classrooms and unit-level planning so interventions and extensions are in place ahead of assessment cycles.

Priority campuses and additional supports: leaders identified several priority campuses that will receive intensified support, listed recent principal and assistant principal hires, and described an increase in district-level observations and coaching visits at those campuses. Staff said priority campuses will receive more frequent campus support team meetings and a weekly one-hour convening to troubleshoot and align supports.

Board feedback and next steps: trustees discussed whether Goal 1'as worded'was specific and measurable, and whether the proposed K'8 interim targets for literacy (68%) and math (66%) were appropriately ambitious. Trustees favored making Goal 1 more actionable and requested additional data showing current standing relative to comparable campuses before choosing between Goal 2 options. Staff said accountability results (state ratings) will be available mid-August and that the board will revisit goals and take action at the regular August meeting.

Ending: District staff said they will provide additional data and refinements to the goals for the August regular board meeting, and progress reporting will be scheduled in the governance calendar throughout the year.