Alvin ISD board hears midyear academic review; principals report progress on interventions and assessments
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Summary
Alvin ISD's board received a midyear academic review showing the district on track for several performance objectives, with principals describing targeted PLCs, added CBAs/CVAs for earlier data, and intervention strategies; trustees praised progress and approved continued professional learning.
Alvin Independent School District trustees heard a district-level midyear academic review Tuesday, during which curriculum leaders and three principals described data-driven changes designed to accelerate student growth.
Executive director Fulvia Shaw told the board the midyear review is used to determine whether district and campus improvement plans are on track and to identify adjustments to instruction. Shaw said third-grade reading on the STAR assessment was at 60% meets-or-above (the goal was 61%) and that district math and reading indicators showed the district "on track" based on fall and CBA/CVA interim results. District staff said the number of CBAs increased this year (from one to two), providing earlier information that let campuses pivot more quickly to targeted interventions.
Dr. Shandar Hobbs, executive director of curriculum, said the district is tracking kindergarten readiness and reported growth from 57% on track in the fall to 73% at midyear under House Bill reporting requirements. Hobbs described curriculum updates, writing calibration and districtwide professional learning as key supports. Elementary action steps include reteach lessons, small-group planning, spiral review and use of the TEA digital formative platform to reassess priority standards.
Principals noted classroom- and campus-level changes. Mark Twain principal Bridget Landry said her campus' emphasis on "intentionality and accountability" has moved it from "targeted" to near an A rating, citing PLC work and regular walkthroughs. Belle Hasey principal Victoria Rios described weekly PLCs with instructional coaches, built 45-minute intervention blocks and frequent data checks. Alvin High School's Robert Ford described a data wall system for tracking individual students and a midweek "WOW" intervention period that groups students for targeted reteach work.
Trustees asked for details on professional development; district staff said they use Solution Tree training integrated into ongoing coaching rather than one-off sessions. Board members praised the district's "relentless" approach to data use and encouraged staff to keep professional learning engaging.
The board did not take policy action on the review and moved on to the rest of its agenda.
