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MANOR ISD presents reading and math monitoring; plans to expand two‑way dual‑language programs
Summary
Director of Academics Dr. Kendra Doyle and district leaders reported reading and math monitoring results (Amira/Lectura and IXL), outlined targeted interventions for middle-quintile students, and said the district plans to phase in more two‑way dual‑language classrooms beginning with pre‑K and kindergarten next year.
District leaders reviewed reading and math monitoring data and outlined steps to boost literacy and numeracy at the March 30 MANOR ISD board meeting.
Dr. Kendra Doyle, Director of Academics and Multilingual Services, presented Goal Progress Measures 1 and 2. She said assessment platforms are currently split — Amira for English and Lectura for Spanish — and a full platform merge is not expected until the following fall. The presentation used quintile bands to track student performance; staff said their interventions are targeting students in the middle quintile where small shifts can move students to on‑grade performance.
For literacy, Dr. Doyle noted performance differences between monolingual English classrooms and bilingual testing cohorts and recommended examining Spanish-targeted assessment targets before finalizing year-end goals. She described classroom-level actions including professional development, coaching, and a March Madness participation campaign to increase student engagement with Amira.
On math, the district reported baseline diagnostic data from IXL and said targets will be set in future years as the district builds toward its June 2028 goal. Teachers are using the Bluebonnet math curriculum; walkthroughs show most teachers are implementing the curriculum on pace and using it as tier‑1 instruction.
Dr. Doyle and trustees also discussed dual-language program changes. The district said it intends to phase more two‑way dual-language programming into pre‑K and kindergarten next year, citing research by Thomas and Collier showing long-term benefits for students who persist in dual-language programs. Staff said two‑way models can attract additional state funding and support both emergent bilingual students and their peers.
