Progreso ISD benchmark report shows mixed gains; first and second grade reading flagged for support

District and campus presenters reviewed second benchmark (six‑week) data across campuses and identified reading in early grades and performance among emerging bilingual students as key areas for intervention.

An early‑childhood presenter said, "Overall performance in the reading is at 60%." Presenters noted the district standard of 70% proficiency and reported subgroup patterns: special‑education (sped) groups showed some growth in places while emerging bilingual students (EBS/LEP) and first‑grade cohorts required targeted supports. Campus actions described during the meeting included: six‑week teacher refreshers, expanded training in research‑based instruction, RTI/RTI‑block scheduling, Saturday tutorials and an AI tutoring pilot intended to provide individualized practice.

Progresso Elementary principal Mr. Vado reported specific declines in some grade‑level reading benchmarks — for example, third‑grade benchmark 2 dropped from 69% to 62% year over year — and said campus steps included Saturday interventions and one‑on‑one student conferences to target missing skill items. District speakers repeatedly emphasized teacher training (including region‑led trainings and the Sharon Wells coaching model) and expanded implementation of tier‑one practices as the primary response.