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Harlandale ISD staff report modest gains in reading and math benchmarks ahead of STAAR testing
Summary
District staff presented district benchmark results showing increases in STAR reading and unit summative math assessment performance and outlined targeted review and instructional supports ahead of STAAR testing.
Harlandale ISD staff reported incremental improvements in district benchmark results for elementary reading and mathematics and described targeted supports leading into upcoming STAAR testing.
Rita Garza, elementary reading and language-arts coordinator, told trustees that the district benchmark administered before spring break showed gains over the 2024 STAR results: approaches rose from 62% to 66%, meets from 30% to 35%, and masters from 10% to 12%. The district set a 2025 goal of 70% approaches, 37.9% meets and 15.7% masters for grades 3–5, with a longer-term federal accountability expectation that meets reach 55% by May 2028.
Garza described district actions to move students from approaches to meets and masters: a four‑week intensive review plan with targeted TEKS, weekly grade‑level texts, focused practice on short and extended constructed responses, grammar/revising work, use of instructional technology (Freckle, Writable), targeted professional development for teachers, and coaching for co‑teaching and small‑group instruction.
Carolina Hernandez, elementary math facilitator, presented unit summative assessment results for grades 3–5. Highlights included district strengths in conceptual understanding of multiplication across grade levels and gains in fifth grade with decimal-related concepts. Hernandez said some units show declines late in the year, which she attributed in part to increased conceptual complexity and to the normal end‑of‑year fatigue among students and teachers; coaches have been assigned to co‑teach and support in classrooms.
Staff asked trustees for continued board support for adoption and implementation of a new ELA curriculum (Bluebonnet) awarded under a Strong Foundations planning grant, and to continue communicating to parents about high‑quality instructional materials. Trustees did not take formal action; staff said the district benchmark for math was scheduled the day after the meeting and results would be shared when available.
