Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the District Goals topic
No spam. Unsubscribe anytime.
Georgetown ISD trustees review draft goals and instructional priorities, emphasize campus support
Summary
Trustees reviewed draft academic goals that set multi-year targets for literacy, math and college/career readiness and heard a district plan for instructional priorities and campus support teams aimed at improving classroom practice and monitoring progress.
At a workshop session after approving the compensation items, Georgetown ISD trustees discussed a proposed set of district goals and the instructional structures the district will use to pursue them.
District leadership presented two options for an accountability goal (either raising the number of campuses scoring 75+ or placing all campuses in the top 25% of comparable schools). The board reviewed K–8 targets presented by staff: literacy on mClass from 64% (June 2025) to 68% by June 2026 and to 80% by June 2028; math from 59% to a 66% intermediate target by June 2026 and 80% by June 2028. For high school outcomes, staff proposed increasing the percentage of graduates meeting college/career/military ready criteria from 79% (June 2025) to 90% by June 2026.
Presenters Heather (Petruzzini) and Jen (Carney) outlined three instructional priorities to drive those goals: (1) high‑quality tasks aligned to standards; (2) observation and feedback for growth; and (3) timely response to data. Staff described unit internalization protocols, campus support team meetings, a schedule of walk‑throughs and principal-supervisor visits, and coaching structures intended to provide frequent, targeted feedback for teachers and leaders. Priority campuses were named and described as receiving more frequent coaching and monitoring.
Trustees asked for clearer, measurable language for some goal statements and for supporting data to evaluate feasibility and progress. Several trustees suggested the board quantify targets or stage interim milestones so the district and public can measure year‑to‑year progress. Staff said they will bring refined goal language, supporting data and governance-calendar checkpoints to the regular board meeting for possible formal action.
The board took no formal vote on goals at the workshop; the session was presented as an opportunity for feedback prior to potential action at a future regular meeting.
