San Angelo ISD presents midyear assessment results and TAPR highlights; district says 'meets and masters' need improvement
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Summary
Superintendent's office presented midyear results showing some literacy gains (kindergarten 'well below' declined from 56% to 44%), adoption of MAP assessments, and a TAPR rating of C for 2024–25; district emphasized raising 'meets' and 'masters' outcomes, especially for special education and emergent bilingual students.
Dr. Gomez delivered the district’s midyear academic update on Feb. 16, reviewing early-literacy checks (DIBELS), MAP and STAR data and the Texas Academic Performance Report (TAPR) for 2024–25.
Gomez said kindergarten midyear DIBELS shows improvement: the share of kindergarteners labeled "well below" fell from 56% at the beginning of the year to about 44% at midyear, a sign the district is beginning to close early-reading gaps. She emphasized the need to dig into individual-student data rather than rely on surface percentages: "You can't make that initial assumption because at first glance you think, oh, that's great," she said, urging further analysis of who moved between categories.
The district also described MAP testing adoption for grades 2 and above and explained Algebra I retesters and the district’s emphasis on grade-level growth metrics. Gomez flagged middle-school math as an area needing focused attention, noting historically lower performance in seventh grade.
As required for a public hearing, Gomez summarized the TAPR: San Angelo ISD received an overall accountability rating of C for the 2024–25 school year, the district was accredited and its special education determination status was "meets requirement." She highlighted specific STAAR results: grade 3 reading showed 75% approaches, 46% meets and 12% masters; grade 3 math showed 67% approaches, 40% meets and 12% masters; grade 5 science reported 55% approaches and 22% meets; English I EOC results included 59% approaches, 38% meets and 9% masters.
Gomez outlined district action steps: implementing high-quality instructional materials with fidelity, strengthening tier-2 interventions, expanding targeted professional learning for special education and emergent bilingual strategies, and pursuing ESL certification for staff where appropriate. She said further campus-level deep dives would be provided in coming reports.
Provenance: Dr. Gomez presented the midyear data and TAPR summary during the academic update and public hearing portion of the meeting.