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Georgetown ISD reports mixed midyear literacy gains, strong numeracy progress
Summary
District presentation shows K–5 literacy at 58% midyear (goal 68% for 2025–26) with improvements at several campuses; numeracy (K–8) is tracking ahead of the district target. Staff outlined intervention priorities and classroom strategies.
Heather of the district Teaching & Learning team presented midyear academic results to trustees on Jan. 12, reporting that the district is currently at 58% for K–5 literacy against a year-end goal of 68% for 2025–26, while numeracy (K–8) is ahead of the year-end target.
Heather said kindergarten and first grade show strengths in letter naming and decoding, while phonemic awareness in kindergarten and reading fluency in second and third grades remain areas to address. The district uses nationally normed assessments and is triangulating classroom, assessment and unit-assessment data to prioritize interventions. Heather described school-by-school variation—Ford and San Gabriel were noted as meeting or exceeding goals—and outlined actions such as targeted interventions, enhanced use of curriculum resources and collaborative principal work to share best practices.
On numeracy, Heather said several elementary campuses are substantially ahead of targets; district-level initiatives including curriculum alignment and teacher supports contributed to those gains. Trustees asked about assessment cadence and teacher workload; Heather and other staff described measures to streamline assessments and use data to drive instruction rather than testing for its own sake.
Trustees thanked the teaching-and-learning team and asked staff to return with continued midyear analysis and campus-level interventions.
