Austin ISD annual report shows slight gains, persistent gaps; trustees review TIPs for dozens of campuses

The Austin Independent School District presented its 2024–25 annual report to the Board of Trustees on Feb. 26, reporting modest districtwide gains and ongoing achievement gaps that will frame a set of Targeted Improvement Plans (TIPs) and Local Improvement Plans (LIPs.")

Administrators said the share of students meeting grade level across the district rose slightly from 49% to 50% on state STAR assessments, with the largest subgroup gains among Asian students and small gains across several demographic groups. Presenters highlighted persistent gaps for students identified as economically disadvantaged (reading and math proficiency trailing state averages by roughly 11–13 points in many grades) and a 15‑percentage‑point district‑to‑state gap on Algebra I. The district’s overall accountability score was reported as 79 out of 100 with an "Accredited" status; the special education determination was listed as "Needs Assistance." Katrina Montgomery, the district’s chief financial officer, reported TEAMS financial data including a reported recapture paid amount shown in the presentation.

Superintendent Segura and accountability staff described the TIP/LIP process required by the state: 12 campuses are required to write TIPs this year and 16 campuses must prepare LIPs. TIPs were submitted to the agency Nov. 21 and are expected to be approved by the board by March 31; administrators said TIPs emphasize strengthening Tier‑1 instruction, implementing high‑quality instructional materials, structured PLCs and embedded coaching, with additional campus‑specific supports and data transparency to accelerate student growth.

Secondary examples included General Marshall Middle School (a "learning lab" lighthouse campus used for instructional observation and coaching) and Rosedale School (a specialized campus where staff emphasized data‑coding and graduation pathway alignment). Staff described on‑the‑ground supports for startup campuses, targeted teacher coaching and weekly visits for Tier‑three campuses. Lakisha and other staff acknowledged limits of the TAP template used for state submission and said the district is discussing submitting clarifying addenda; a resubmission timeline for Rodriguez was given as March 26.

Trustees pressed staff on implementation details. Trustee Singh led a sustained exchange about eighth/ seventh‑grade math proficiency among economically disadvantaged students, asking whether staffing vacancies, curriculum changes and transition disruptions contributed to low seventh‑grade math outcomes; staff cited concentrated vacancies in historically underserved areas, multiple curriculum shifts at the middle‑school level over recent years, transition misalignments between elementary and middle grades and pathway effects for advanced‑pathway students. Trustees requested an "academic baseline" to link inputs (staffing levels, family engagement, curriculum fidelity) to outcomes and to inform budget priorities.

The district closed the presentation portion of the hearing by inviting further questions and reminding trustees the formal approvals and budget discussions are upcoming; the public hearing adjourned at 6:14 p.m.