Preliminary STAAR/EOC results prompt trustees to press for literacy interventions and protected PLC time

District curriculum staff presented preliminary, unfiltered STAAR and end‑of‑course test results and told trustees the numbers should not be treated as final accountability data. Dr. Guerrero emphasized that the data are a snapshot and that the district is seeing cohort growth in some areas (biology and Algebra I cohorts) while RLA (reading/language arts) and grade‑8 social studies showed areas needing attention amid recent TEA test changes.

Trustees and staff held an extended exchange about reading and writing performance. Key points: teachers and instructional coaches cited gaps in foundational reading skills (phonics, phonological awareness) that limit students’ ability to perform on written assessments; district leaders said Region 20 will provide in‑campus coaching to help teachers adapt the new HQIM curriculum; curriculum staff recommended “bite‑sized” professional development and frequent observations/coaching cycles. Trustees asked for explicit plans to increase protected PLC time on campus schedules and for a monthly information report showing PLC minutes, attendance, subgroup performance (economically disadvantaged, emergent bilingual, special education) and progress measures.

Board members repeatedly raised concerns about workload and counseling/advising capacity for expanded dual‑credit and pathway programs, saying students must be given clear transfer pathways so early college credits are not wasted. Dr. Guerrero and other central office staff pledged a combined approach that includes curriculum adjustments, schedule changes to create collaboration time, and closer monitoring of student work and progress measures.