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Judson ISD outlines targeted curriculum supports, teacher-driven professional development and Carnegie partnership after roundtable sessions
Summary
District curriculum staff reported mixed early A'F accountability projections and described a Carnegie-led root cause analysis, a four-area priority pyramid for teacher supports, and plans for differentiated August PD based on teacher feedback from third- and seventh-grade sessions.
Judson ISD curriculum leaders updated the board on preliminary A'F accountability data and on an instructional action plan driven by teacher feedback and a recent root-cause study with Carnegie.
The district said domain-one (academic achievement) projections are mixed: 15 campuses showed improvement while 14 declined, with two new campuses lacking historical data; several elementary and middle school science scores remained pending. The presentation explained domain-two mechanics (part A: student growth; part B: relative performance) and noted that 17 campuses were trending up in student growth.
Curriculum presenters described a subsequent convening of third- and seventh-grade teachers that yielded concrete requests: more modeling, scripted professional learning community (PLC) time that focuses on next steps, pacing adjustments to allow reteach time after unit assessments, and differentiated PD so veteran teachers are not retaught basics. The district said it conducted a Carnegie root-cause analysis to narrow priorities to four core areas (performance management; observation/feedback/coaching cycles; schoolwide routines/systems; and research-based strategies), and will align PD, instructional walks, and vendor partnerships (Carnegie, lasso grants, potential vendors for strong-first-teach delivery) to those areas.
District leaders said they will leverage "resident experts" (teacher leaders and successful campus teams such as Crest View) to lead differentiated PD, offer unit launches and pacing changes to allow teachers time to analyze assessment results, and pilot aspects of grant-funded redesign where feasible without new grant awards. Trustees and teachers discussed logistics and agreed to increased teacher involvement in August PD and earlier summer offerings for writing and targeted subject needs.
Trustees praised the teacher engagement and asked administration to continue providing progress updates, including brief surveys to track teacher satisfaction with PD content and delivery.
