Goose Creek CISD presents 2023–24 Texas academic performance findings and a plan to roll out state-recommended instructional materials

Goose Creek Consolidated Independent School District officials presented the 2023–24 Texas Academic Performance Report (TAPER) and a multi-step plan to review and implement high-quality instructional materials during the Jan. 13 board meeting.

The district told trustees the TAPER, compiled by the Texas Education Agency, shows mixed results: some elementary science and high school college, career and military readiness (CCMR) indicators exceed state averages, while English language arts and math lag in multiple grade bands and social studies showed a significant shortfall at several sites. District staff outlined immediate instructional priorities, a community review window for state-recommended materials and supports for teachers and principals.

District context and why it matters: The TAPER combines enrollment and assessment data to show campus and district performance. Superintendent Randy O27Brien and district presenters said gaps in ELA and math in elementary and junior-high grades, and notably lower social studies results at some campuses, are the main drivers of the district27s overall rating. Improving those areas, they said, would raise overall district performance and affect accountability measures that are being delayed statewide pending court action.

Key findings from the 202324 TAPER and staff summary - Elementary (grades 3245): District ELA scores were about 6247 percentage points below state and regional averages; math trailed by about 10 points, while elementary science was roughly 4 points above the state and region. District staff emphasized ELA and math as primary focus areas. - Junior high: ELA trailed by roughly 9 points and math by about 5246 points in the district relative to state/region averages. Social studies showed a steeper deficit at some campuses (district staff cited as much as an 18-point gap at targeted sites). - High school: The district reported strong CCMR measures (college-ready indicators, dual-credit and postsecondary readiness) above state and regional averages, which buoyed overall high-school indicators. - Assessment and scoring changes: Staff warned trustees that 20222423 and 20232424 assessment changes, including expanded writing scoring and hybrid scoring of constructed responses, affected results and produced more zero scores on some constructed-response items. District leaders said those scoring changes (including AI and human-scored elements) require calibrated local scoring and teacher training.

Curriculum review and implementation timeline District instructional leaders described a stepwise process to review, pilot and, if adopted, implement state-recommended high-quality instructional materials (HQIM), referred to in district materials as Bluebonnet Learning (the state27s rebranded package that includes components formerly known as Amplify and Eureka). - Jan. 1724Jan. 24: Community and stakeholder survey window with TA links to HQIM for feedback. - Late January: Local review committee (teachers, TLCs, principals, assistant principals and board members by invitation) will use protocols and on-site demonstrations (Technology Building computer lab) to examine materials. - February: Committee findings will inform adjustments and a board update; district will align K245 instructional minutes for ELA and math. - March: Develop a formal implementation plan and interdepartmental collaboration (special education, bilingual, grants). - April24May: Curriculum management, calendars/units, professional development and onboarding; purchase of manipulatives and other ancillary materials as needed.

Pilots and instructional supports District staff said Eureka Math and Amplify (Bluebonnet Learning) are currently in pilot at selected campuses, with Carnegie Learning piloted at secondary honors courses. Elementary pilots have shown localized growth in some campuses, district presenters said.

District leaders described several concurrent supports: - Targeted tutoring programs such as Ignite (small-group, live-tutor tutoring for bottom-5% cohorts). - Stronger administrator professional learning communities (PLCs) focused on content-specific walk-throughs and calibration so principals can better evaluate instruction without being content specialists. - Professional development and coaching tied to grants and partnerships including LASSO (Learning Acceleration Support Opportunities), Texas LEAD, the Gates Foundation collaboration, and a district proposal to ExxonMobil (district staff said a $15,000 award was received to support after-hours PD and incentives).

Assessment and accountability approach Staff emphasized data triangulation: beginning-of-year screeners, MAP/BOI/MOI measures, district common unit assessments (CUAs) and interims. They said MOI has been a strong predictor of final outcomes historically and that the district will report MOI results at the February board meeting. Leaders noted that some interim and benchmark items are field-tested, meaning their inclusion in final accountability is not guaranteed, complicating test-prep decisions.

Writing and rubric calibration District presenters acknowledged a notable increase in zeros on extended constructed responses last year, partly attributable to new rubrics and scoring procedures. The district has adopted a single writing rubric across contents, increased teacher calibration in PLCs, and built regular writing opportunities into pacing guides to address scoring variance.

Community relevance and funding notes District staff highlighted the district27s postsecondary successes and noted an incentive reported from Lee College: a local incentive program that provides $3,500 to Lee College for students completing 15 hours of dual credit (district presenters suggested the state should consider incentives for districts as well). The district serves more than 24,000 students across Baytown, Highlands and surrounding communities, according to remarks.

What trustees asked and next steps Trustees pressed staff on curriculum materials, pilot evidence, parental resources for new math strategies and the connection between screening and interim results. Staff said they will return to the board with MOI results, special education determinations (Feb. 17), staffing updates and a superintendent's update tied to the four-core (ELA, math, science, social studies) review.

Quotes from presenters (verbatim and attributed) "The TAPER is compiled by the Texas Education Agency for every district and campus," said Mister Husband, a district presenter. "It uses PEIMS and student assessment data and provides a campus-level PDF that we will post on the district website after tonight's presentation."

Ending note District leaders said the board will receive follow-up data at the Feb. 17 meeting, including MOI results and staffing updates, and that a community review and local committee sessions will precede any formal recommendation to adopt HQIM across the district.