Crosby ISD’s Curriculum & Instruction (CNI) department told the board midyear assessment results showed a mix of gains and declines across grade levels and subjects, and outlined targeted interventions for priority areas.

Presenters said the district implemented the STEMscopes math resource (K–Algebra I) this year, which has caused adjustments in scope and sequence and — they said — typically produces a short-term dip as teachers and students acclimate. At the elementary level, presenters reported a three- to five-grade focus on math and fifth-grade science; for example, third-grade ELA saw an 8-percentage-point increase at the meets level, while fifth-grade ELA dropped from 66% to 50% at the meets level. Secondary math milestones showed increases in several grades (sixth grade math rose from 33% to 48% meets; eighth-grade math at CHS improved), while biology at CHS declined from 71% to 53%.

CNI described instructional steps: daily math spiral reviews designed by a teacher committee, professional development on STEMscopes, reteaching mini-lessons targeting lowest-performing TEKS, intervention pullouts, coaching in the classroom and frequent data-driven quizzes. The district also noted staffing gaps (elementary expected two math coordinators but currently has one) and plans to recruit and fill vacancies.

The board asked whether focus on math might neglect reading; the presenters said reading remains in the plan and coordinators continue weekly planning and coaching. On discipline and behavior, attendance improved (average increase of 12% as of Nov. 30), fights and vaping incidents decreased at some campuses (CMS fights down from 34 to 11; CHS fights down from 25 to 6) and the district is evaluating vaping sensors for restrooms.

Next steps: continue professional development, complete hires for coordinators, refine scope and sequence timing and monitor milestone/STAR data to measure impact of interventions.