Socorro ISD annual performance report shows district rating rises to 86; board hears school-improvement plans
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Summary
Socorro ISD officials told trustees that an appeal of TEA data raised the district rating from 85 to 86 and that most campuses earned A or B grades. Presenters highlighted gains in career and college measures, subgroup progress, and local improvement plans for identified campuses.
At its Feb. 18 meeting, the Socorro Independent School District board received the district's 2024'025 annual performance report, including Texas Academic Performance Report (TAPR) highlights and campus improvement plans required by Texas Education Code ch. 39.
"We were granted our appeal, which changed our district rating from an 85 to an 86," Callie McBain, the district's director for research and evaluation, told trustees while reviewing the TAPR. McBain said 90% of SISD campuses received an A or B, and that no campus received a D or F after the appeal.
The presentation emphasized college- and career-readiness gains: the district's CCMR (college, career and military readiness) rose to 84.8%, industry-based certifications climbed from 27.1% to 43.4%, and the district reported that 10.8% of graduates earned an associate degree. McBain also said Socorro leads the region on many STAR assessment measures across approaches, meets and masters performance levels.
Gina Exsangseri, the district's school improvement officer, outlined targeted and comprehensive support plans for campuses identified under state rules. She said Chester Jordan Elementary was a targeted-support campus with a special-education subgroup in need of focused interventions, while Ernesto Serna Fine Arts Academy and Socotelo Middle School remain on the two-year comprehensive-support monitoring list but are "well on their way to exiting." Exsangseri described local-improvement-plan supports including shared professional learning communities, co-teaching, small-group instruction and focused interventions for student groups.
Trustees asked for clarification about how Title II and other funds are prioritized for campuses in need and how principals are trained to evaluate and adjust supports. McBain and Exsangseri said the district has opened additional professional-development slots for identified campuses and that progress measures (based on marking-period data) will guide midyear adjustments.
The full annual performance report is posted on the district website under the "About Us" tab and the board held the item as a public hearing; no members of the public addressed the report during the hearing.
Next steps: trustees received the report for the public record and were invited to submit follow-up questions; the district will continue to monitor MP2 and interim assessment data to track progress toward board goals.