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Austin ISD reports midyear improvements in second‑grade literacy after coaching and MTSS steps
Summary
District staff reported midyear gains in second‑grade literacy flags (recommended-for-intervention levels dropped from 26% beginning of year to 21% midyear) and described targeted coaching, ECST documentation, and curriculum‑fidelity work in lighthouse campuses.
Austin ISD academics staff told trustees May 7 that second‑grade students flagged as “recommended for intervention” on fall MAP reading fell from 26% at the beginning of the year to 21% at midyear. The district said that change, together with classroom-observation evidence of stronger curriculum alignment, indicates progress on the board’s third‑grade literacy goal.
Academic leaders described a series of implementation changes: stricter MTSS documentation in the ECST system so intervention plans and child‑study meetings are consistently recorded; targeted accelerated-reading plans (text sets, metacognitive questioning and writing prompts) for classrooms that need more support; and an emphasis on immediate, in‑the‑moment coaching by instructional leaders rather than deferred feedback. District observation samples showed increases in curriculum alignment for foundational skills (to 57% alignment) and comprehension (to 67% alignment) at supported lighthouse and learning‑lab campuses, and student‑ownership metrics rose in those schools.
Staff said the district will continue to monitor end‑of‑year outcomes, expand professional‑learning supports and maintain summer‑learning access through digital programs and community partners to limit ‘summer slide.’
