Georgetown ISD outlines targeted support package for five high‑priority elementary campuses
Summary
District staff described a package of differentiated supports for five "high priority" elementary campuses — added assistant principals, interventionists, coaches and literacy resources — funded from the general fund and estimated at more than $1 million annually across the group. Trustees asked for outcome data and a timeline for staffing changes.
Georgetown ISD staff on Dec. 1 presented a plan to provide additional, differentiated supports to five campuses the district classifies as "high priority," describing staff additions, new benchmark processes and a schedule of campus visits intended to accelerate student learning.
Superintendent (speaking as superintendent) told trustees the list of supports includes additional assistant principals, instructional coaches, interventionists, behavior-support staff and Literacy First resources targeted to need. "None of this is saying, oh, look at everything we're doing and, isn't this perfect," the superintendent said, adding the approach is intended to be "proportional to the need." Staff estimated the additional personnel listed for the five high‑priority schools represents "over $1,000,000" in recurring annual cost and confirmed the funding source would be the district general fund (M&O).
Heather, of the district's Teaching, Learning and Assessment team, described how the supports are delivered: a dashboard that tracks time spent at high‑priority campuses, coordinated "big‑team" visits (multiple instructional staff observing and returning to debrief), math and literacy benchmark cycles and an instructional playbook to make expectations consistent across classrooms. "We are meeting at Pearl, we've met at Frost, and coming up is Mitchell and Williams," Heather said, describing the cadence of visits, evidence collection and follow‑up.
Trustees pressed for clarity on how staffing was determined. Amanda (central staff) said the elementary AP staffing ratio is 700:1 but noted the district occasionally adds APs or interventionists outside the formula based on demonstrated campus need and principal requests. Trustees also raised special‑education levels and whether prevention and earlier intervention could reduce unnecessary special‑education placements.
Board members asked for outcome data linking added staff to improvements. The superintendent said the district will return with more specifics — including midyear assessment plans and evidence‑based measures — before any budget decisions are finalized.
Next steps: staff will bring back more detailed cost modeling and effectiveness metrics for trustees to review during the budget process.
