Board approves targeted-improvement plans for four campuses; principals outline coaching, attendance and tutoring strategies

The Edcouch-Elsa ISD Board of Trustees approved targeted-improvement plans for four campuses and heard campus leaders describe strategies to improve instruction, attendance and student outcomes.

The board voted to approve targeted-improvement plans for JFK Elementary, Santiago Garcia Elementary, David Ibarra Fine Arts Academy and the Edcouch-Elsa High School Academy. The motion to approve the plans was made by Dr. Ochoa and seconded by Miss Vasquez; the motion carried by voice vote.

Presenters described similar improvement frameworks centered on the Texas Instructional Leadership (TIL) coaching-and-feedback cycle and use of high-quality instructional materials. Maya Padilla, principal at JFK Elementary, said JFK’s plan emphasizes walk-throughs focused on instruction, higher-order questioning aligned to STAAR, targeted tutoring two times per week and expanded use of teacher assistants for individualized support.

Tabitha Trevino, principal at Santiago Garcia Elementary, described regular data conversations, parent engagement (two home–school connection events per month), minimum weekly positive parent contacts and after-school tutoring targeting students identified through assessments.

At David Ibarra Fine Arts Academy, principal Miss Sanchez said math performance has declined over multiple years and the campus has focused its improvement work on math through a Strong Foundations model in partnership with instructional providers. She described checkpoint assessments, a math interventionist (Blanca Silva), supplemental Carnegie-aligned lessons and an Ignite tutoring program that places live tutors with students for one-to-one or one-to-two support.

The Edcouch-Elsa High School Academy presenter described the campus as a small high school of approximately 96 students serving students at risk of not graduating. The academy reported progress using the Effective School Framework, strategic staffing, attendance incentives (including recognition events and targeted rewards) and flexibility in student scheduling. The presenter said 16 students had already graduated early and the academy expects up to 50 additional graduates by the end of the year.

Board members asked how improvements would be measured; principals said campuses will use unit assessments, benchmark comparisons from fall to spring and Starfish progress reports where applicable. The board’s approval allows campuses to proceed with the documented strategies and required public stakeholder meetings.