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Spring ISD presents beginning‑of‑year Lone Star governance progress measures; early literacy and math show mixed starts
Summary
District staff presented beginning‑of‑year data tied to Lone Star governance goals. Administrators said several measures are on track toward end‑of‑year targets but highlighted areas for monitoring and intervention, including pre‑K phonological awareness and third‑grade growth measures.
Spring ISD administrators presented the district’s initial beginning‑of‑year (BOY) data aligned to Lone Star governance goal progress measures on Oct. 7, reporting early results for early literacy and math and the systems the district is using to monitor growth.
Assistant superintendent Hilarion Martinez, executive director Terkessa Taylor (research and accountability) and curriculum director Kimberly Doucette led the presentation. Staff emphasized progress monitoring, frequent calibration of 1‑on‑1 measures used in pre‑K and early grades, and tiered intervention cycles for students identified below grade level.
Key BOY figures presented by staff included: pre‑K Circle literacy at 57% toward a 90.3% end‑of‑year target and pre‑K Circle math at 47% toward a 95.1% target; MCLASS (early elementary reading) at 41% vs. a 69.2% target; grade‑2 math at 39% vs. a 60.9% target; and an encouraging start for math growth overall with third‑grade math at 71% toward a 76.8% year target. Presenters said the district is “on track” for many measures, noting in particular that the third‑grade math indicator is close to the target at start of year.
Administrators described district strategies to accelerate progress: targeted phonological awareness instruction (Heggerty curriculum) with professional learning for pre‑K and kindergarten staff; calibration and training for one‑on‑one Circle administration; 10‑day intervention cycles for students below grade level; and unit assessment and “gap clinic” work focused on high‑priority standards. The curriculum team described embedded Monday classroom “snapshots” in which central staff visit tier 2 and tier 3 campuses for coaching and calibration.
Trustees asked several clarifying questions about multilingual classrooms, how pre‑K growth compares to other districts, and how the district will report growth when assessments differ across grade levels. Administrators replied that Heggerty materials are available in Spanish and that the district is coordinating with multilingual specialists. Officials also said they would supply more granular BOY figures split by grade level and feeder to trustees as a follow‑up.
No board action was required; this was an informational presentation. Trustees commended the administration for presenting data aligned to the governance framework and requested additional grade‑level detail and the proposed timeline for subsequent midpoint and end‑of‑year reports.
Details: Presentation led by Dr. Hilarion Martinez, Terkessa Taylor and Kimberly Doucette; administrators described tools (Circle, MCLASS, MAP) and interventions in use and committed to follow‑up reporting with grade‑by‑grade breakouts.
