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Harlandale ISD reports mixed early results after districtwide rollout of Blue Bonnet curriculum
Summary
District presenters told the March 25 board that early benchmark comparisons show gains for many dual-language and special-education cohorts after adopting Blue Bonnet, but staff flagged STAR-alignment concerns and teacher preparation needs; the district plans PLCs, coaching and targeted STAR reviews ahead of state testing.
Harlandale ISD staff on March 25 summarized early reading and math assessment results from the district's first year of implementing the Blue Bonnet curriculum and outlined steps to support teachers and students before STAR testing. Assistant superintendent Miss Casey and bilingual coordinator Dr. Mar Feron presented reading/language and dual-language comparisons; elementary math coordinator Nora Lugo presented unit-assessment math trends.
Dr. Feron said comparisons that track the same students year-to-year show notable gains in dual-language Spanish testing (third-grade Spanish scores moved from roughly 39% to 76% in a cited comparison) and other gains across grades. He also said participation by English-modeling students in dual-language classrooms has fallen, which he said negatively affected some English-language dual-program indicators.
Miss Garza summarized a Blue Bonnet teacher survey (initially 47 responses, later noted to have increased to about 55'58) showing 62% of respondents reported spending less time finding resources but 64% reported increased time preparing lessons because teachers are internalizing new units. Teachers cited STAR alignment, writing instruction, need for modeled lessons and collaborative planning as top supports.
Nora Lugo reviewed unit-assessment math data across grades 3'5, noting areas of double-digit growth (for example, fourth-grade fractions grew from 20% to 51% in one unit) and persistent weaknesses (division and some fraction operations). District action steps include spiraling Blue Bonnet lessons into review cycles, PLC supports, co-teaching and coaching with instructional coaches, targeted professional development on writing and short-constructed responses, and a planned three-week STAR review block.
Presenters and board members noted the district administered benchmarks earlier this year than last, which complicates year-to-year comparisons but allowed earlier intervention. Staff said they are working with Region 20 and the Blue Bonnet provider to submit feedback and seek refinements for next year. The board did not adopt new policy during the presentation; staff described ongoing operational steps and professional supports.
