Alamo Heights principals highlight midyear gains, belonging scores and targeted supports at elementary campuses

School leaders presented midyear data and campus initiatives across Alamo Heights ISD elementary schools, pointing to high achievement and targeted interventions to sustain growth.

The elementary collaborative team told the board the district's "profile of a learner" guides instruction and that goals such as 80% of students making one year's growth are tied to MAP, STAR and TELPAS metrics. The presenter said some grade cohorts are performing at about the 70th national percentile and described an intervention approach that separated students into "push" and "protect" groups; of 60 students initially identified for protection, 33 had been removed from that list by midyear through targeted supports. The team announced a math prep camp for identified students on March 31 and April 1.

Cambridge Elementary's principal said every third through fifth grader appeared in the high-achievement, high-growth quadrant on campus data and described professional learning communities, a "walk to learn" RTI model and a Saturday test-prep camp scheduled for April 11. The principal noted the campus uses a live spreadsheet to track first–fifth graders and highlighted teacher collaboration as central to progress.

Howard's principal presented early childhood and kindergarten results from universal screeners (CIRCLE) and in-class measures, reporting phonological awareness gains and that a large share of kindergarten students moved from the 71st to 85th percentile in math measures. Howard emphasized room transformations, joyful learning practices, expansion of pre-K seats and staff-building activities; the principal also said 25% of Howard staff are new this year and described efforts to protect campus culture.

District leaders and principals emphasized school climate measures: Woodridge reported 91% of students and 97% of parents expressed a sense of belonging in February feedback; Cambridge and Howard reported similarly high belonging and trust metrics. Presenters noted construction and multiple cafeteria changes at some campuses but said community turnout and celebrations continue.

What this means: Principals presented a mix of quantitative gains and qualitative efforts—professional development, peer observation, targeted interventions and student belonging initiatives—aimed at maintaining and accelerating student growth into end-of-year measures.