Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Education Quality topic
No spam. Unsubscribe anytime.
South San Antonio ISD reports gains in early reading and outlines plans to accelerate early math
Summary
District leaders told trustees that 3rd-grade reading met the 2026 target (baseline 34 → 39) while early math remains below the five-year goal; the district will use instructional coaches, master-teacher practices, revised assessments and intervention positions to accelerate progress toward a 60-point goal by 2030.
District instructional leaders told the Board of Trustees on July 20 that targeted supports produced measurable gains in early reading and established specific interventions to accelerate early math.
Dr. Gutierrez presented the district’s early-reading results and said 3rd-grade reading met the 2026 target, improving from a baseline of about 34 to 39. She said every student group met targets except the special-education subgroup and described steps to close that gap, including in-service training for inclusion teachers, differentiation strategies and the creation of an instructional-support-teacher position focused on foundational grades.
On early math, the district reported a baseline around 31–32 for the domain score at 3rd grade and reaffirmed a five‑year goal of reaching 60 by 2030. Dr. Gutierrez identified gaps in number sense, called for increased emphasis on math fluency at the elementary level, and described strategies—master‑teacher coaching, refined pacing/scope-and-sequence, formative MAP assessments and fidelity to high-quality instructional materials (Bluebonnet)—to accelerate progress.
Trustees pressed for evidence that changes to assessments and instruction were driving progress. Dr. Gutierrez said the district will not lower expectations; instead, staff will refine assessment blueprints and use classroom observations, walk-throughs and formative checks (exit tickets, daily formative measures) to monitor implementation. The district also said it will deploy one instructional-support teacher at every elementary campus (bilingual support at dual-language campuses) to provide in‑class coaching and small‑group interventions.
The board voted to accept the monitoring reports as presented.
Next steps identified by presenters: expand coaching and cluster professional learning, finalize revisions to assessment blueprints, implement the walk-through dashboard (planned for August), and track campus-level progress for community reporting ahead of upcoming community engagement efforts.
