AISD reports midyear gains in second‑grade numeracy and literacy and lays out steps to reduce F‑rated campuses
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Summary
District staff told trustees second‑grade MAP results show midyear reductions in students needing intervention (numeracy from 31% to 22%; literacy from 26% to 21%) and presented Constraint 3.1 aimed at eliminating F‑rated campuses by 2029; administration outlined root causes and next steps including stipends, staffing transition plans, MTSS audits and accelerated learning plans.
Austin ISD administrators presented midyear monitoring reports that showed measurable declines in the share of second graders flagged for intervention and outlined a district plan to reduce the number of campuses with F accountability ratings.
On numeracy, staff reported the percent of second‑grade students scoring in the recommended‑for‑intervention band on the NWEA MAP math assessment fell from 31% at the beginning of the year to 22% at midyear. Dr. Mary Ann Maxwell and elementary leaders credited consistent use of high‑quality instructional materials (HQIM), focused PLCs and targeted Tier 2/Tier 3 interventions for the declines and said early outlier campuses demonstrated strong instructional coaching and schedule protections for intervention blocks.
On literacy, the midyear MAP reading data showed a drop from 26% to 21% in second graders flagged for intervention. Administrators cautioned that NWEA updated norms in 2025, so staff validated trends across multiple measures (STAR projected proficiency and walk‑through data) before characterizing longer‑term trajectory.
Trustees voted to accept the numeracy and literacy monitoring reports after discussion (motions moved and seconded on the record); the votes were recorded as passing by the board.
Administration also introduced Constraint 3.1: a multi‑year goal to reduce the number of campuses receiving an F under Texas accountability from 29 in 2024 to 0 by 2029. Staff said that root causes for persistent low ratings include teacher vacancies, uneven Tier 1 instruction, limited PLC quality and historic staffing instability. Proposed next steps are focused and practical: stipends to support turnaround work and help recruit/retain teachers on high‑need campuses; a staffing transition plan to prioritize placing experienced and certified teachers where needed; MTSS audits and coaching cycles; accelerated learning plans for students with multi‑year learning gaps; and increased focus on lesson internalization and PLC expectations.
Administration emphasized this is a systems effort — reduce vacancies, strengthen classroom instructional practice, and deploy supports in the short term to stabilize campuses. Trustees asked for more granular, campus‑level KPIs and for public links to interactive data so community members can track progress.