Breckenridge ISD Superintendent Prairie Freeman, in collaboration with Region 14, recently released a Texas Strategic Leadership (TSL) report that provides insight into the school district's current outlook.
The report, presented at the BISD School Board meeting on Monday, November 10, provided a landscape analysis focusing on two key areas: student experience and critical support systems (teachers and talent).
“So we submitted a lot of data in the fall, and it was mostly our teachers and staff who came together and compiled all the data for two different types of areas,” Freeman said.
The report took numerous variables into account. The student experience examined, among other factors, whether all students engage in rigorous content and grade-level instruction on a daily basis and whether students experience a welcoming learning environment.
In the report, the landscape data showed that classrooms at BISD demonstrated strong engagement and accessible academic support, but also noted that there is room for greater consistency with variability in curriculum use, alignment, rigor and instructional practices. It also says that this increase in variability could deepen students' sense of real-world relevance and motivation.
A second question asked as part of the student experience was whether students had access to and completed good, aligned career and educational pathways that led to high-paying, high-skilled jobs. The landscape analysis found that BISD graduates have below-average Texas Success Initiative scores and low college and career readiness rates.
The analysis also describes limited individual counseling, a disconnect between student and family perceptions of career and technical education (CTE) pathways, and missed outcome rewards associated with college and career-military readiness (CCMR) achievement. Data shows that only 22% of district students have completed a CTE pathway, while 36% have earned at least one industry-related certification.
“We know we’re leaving some money on the table… Our goal is to give our kids options after graduation,” Freeman said. “We don't feel like we're doing as good a job as we could in this area, and that's a focus. Mr. Armstrong and Mr. Gibson are all working together to fill those gaps.”
The data showed that BISD had strong teacher-student-family relationships and high expectations for academic achievement and a shared commitment to success. One potential need suggested by the data was to promote more positive peer interactions and collaborative support among students.
In the context of critical support systems, the report examined whether teachers are effectively supported to deliver a compelling student experience and whether talent systems are designed to recruit, retain and enable staff to deliver the desired student experience.
The landscape analysis revealed that district teachers had a clear understanding and belief in the district's instructional vision and implementation. However, the data showed that a higher percentage of teachers used supplemental materials instead of district-adopted curricula.
Next, the report revealed that the district's instructional leaders reported having limited time and resources to build teacher capacity through collaborative planning, coaching, and professional development.
The school district currently employs nine teachers with zero years of experience and 24 teachers with one to five years of experience. There were no secondary school teaching coaches, which hindered the development of new teachers.
However, BISD has established a new teacher academy that could help build the capacity of new employees.
The analysis found that BISD has a strong commitment to rewarding teachers for outstanding performance: 24 teachers received a total of $385,301 through the Teacher Incentive Allotment (TIA) program. However, average teacher salaries lag those of the state, and the BISD retention rate was 68%.
Nearly 90% of BISD teachers were also rated proficient or above on Texas Teacher Evaluation and Support System (T-TESS) assessments, with 41% receiving “Achievement” or “Excellent” ratings – primarily at East Elementary and Breckenridge Junior High.
The next step in the process, Freeman said, was for the steering committee to use the data to begin planning for the intended future state of the district.
During November and December, the Steering Committee uses insights from the landscape analysis to determine the planned student experience and strategic priorities. In January, the BISD Board will be updated on the Steering Committee's progress in determining future priorities.