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End‑of‑year screeners show reading gains, persistent math gaps in Arlington ISD
Summary
District staff reported mixed end‑of‑year results: several early‑grade reading goals were narrowly missed or met, but mathematics screeners lagged across grades; district officials said they will adopt new math curriculum and expanded coaching to address the gaps.
Arlington ISD academic leaders presented end‑of‑year literacy and numeracy screener data for PreK–2 and discussed next steps after several reading targets were missed by narrow margins while mathematics performance lagged.
Dr. Champion and Dr. Wartz told trustees that early literacy showed steady year‑over‑year improvement. Second grade exceeded its five‑year target (66% on target vs. a 65% goal), while several other reading goals fell short by one to a few percentage points (for example, kindergarten 71% met vs. a 72% goal).
By contrast, mathematics screeners were further from targets: first‑grade math was reported around 57% on target against a 60% goal, second‑grade math remained well under multi‑year targets, and district leaders described math as the area needing the most urgent curriculum and instruction attention.
Administrators said the district will adopt a new math curriculum and invest in professional learning, coaching and an updated MTSS (multi‑tiered support system) to improve fidelity and instructional expectations across campuses. Dr. Wartz described a "three‑legged stool" approach: aligned written curriculum, coherent classroom instruction and high‑quality assessments to monitor progress.
Trustees pushed for clarity on fidelity measures and the timeline for expected gains; staff said some implementation dip is possible with a new curriculum and emphasized year‑one supports and monitoring.
