Humble ISD board approves 2025–26 district performance objectives and campus improvement plans
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Summary
Trustees unanimously approved updated mission/vision language, district goals emphasizing safety and student success, and campus improvement plans that include new curriculum supports, data protocols, and targeted interventions such as Bluebonnet math and academic support teachers.
After an extended presentation by district leaders, the Humble ISD Board of Trustees voted unanimously to approve the district’s performance objectives and campus improvement plans for the 2025–26 school year.
Jamie Mow, who led the mission and vision refresh, said the proposed mission reads: “Humble ISD’s mission is to provide excellent education in safe schools where students and educators thrive, individual talents are developed, and students gain the knowledge, critical thinking skills, and determination to succeed in an ever changing world.” The proposed vision and a short tagline — “excellence in education, strength in community” — were presented as the result of community and staff input.
District staff emphasized two board goals that guided campus plans: student safety and student success. Chief academic officers and assistant superintendents outlined district supports intended to translate those goals into classroom practice: a district curriculum scope and sequence, the use of NWEA MAP as a universal screener, strengthened data‑analysis protocols, school improvement meetings, targeted professional learning and cohorts, and expanded intervention roles such as academic support teachers.
Presentations from campuses illustrated the intended impact. Jessica Wesley, a special education teacher at Humble Middle School, described the school’s ‘‘basic math’’ class and recent checkpoint results: she said that after the district checkpoint, 7th grade students in basic math reached "approaches" levels at 15%, sixth grade 56% approaches, and eighth grade 60% meets — outcomes she and administrators credited to improved retention, aligned interventions, and coaching. At North Bend Elementary, staff reported fourth‑grade Bluebonnet math checkpoint results of 52% meets and 55% on an end‑of‑module exam, and teachers described changes in small‑group instruction and student ownership of learning.
Trustees discussed making a public, real‑time dashboard available to show campus‑level progress; staff indicated the goal is to develop dashboard reporting that could become public in the near term. After discussion, Trustee Silva moved to approve the district performance objectives and campus improvement plans; Trustee Parker seconded. The motion carried unanimously, 6–0 (one trustee absent).
Next steps: the board directed ongoing reporting and placed continued curriculum and accountability discussions on the curriculum committee and future agendas for data updates in January.