Bryan and College Station ISDs Exchange Views on STAAR Testing and Ratings
Local School Districts Discuss Recent Changes and Implications of the STAAR Assessment
BRYAN-COLLEGE STATION, Texas – Amidst shifts and adaptations in Texas schools, primarily due to the revised State of Texas Assessments of Academic Readiness (STAAR), the Bryan and College Station Independent School Districts are expressing their concerns, strategies, and plans to address these pivots. The recent dialogues with district officials shed light on the intricacies and potential implications of the newly reformed assessment format.
Bryan ISD: Addressing the Changes
Dr. Barbara Ybarra, Associate Superintendent of Teaching and Learning for Bryan ISD, explained the changes brought about by House Bill 3906 for the 2022-2023 school year. The bill provided for a modified assessment intended to improve student performance and included writing integration across grade levels and the addition of technology-enhanced items.
Dr. Ybarra also highlighted how the state’s accountability system’s alteration could lead to lower school ratings even if they demonstrate progress. She further championed Bryan ISD’s dedication to putting students first and implementing data-based learning practices.
College Station ISD: Preparing for New Challenges
Assistant Superintendent of Teaching and Learning for College Station ISD, Penne Leifer, laid out the district’s approach towards the STAAR assessment. Due to changes in scoring and a need for precise communication, Leifer highlighted the district’s response through staff training and curriculum modifications.
Discussing morale challenges for teachers, she applauded their adaptability and underlined the benefits of providing teachers with necessary resources.
Concerns About STAAR
Despite the STAAR test transitioning to a low-stake model for students due to House Bill 4545 in 2021, both districts expressed anxiety over how alterations might affect public perception and ratings.
Dr. Ybarra stressed the likelihood of lower ratings under the new system, asserting it should not devalue students’ genuine progress. Leifer mirrored Ybarra’s sentiment, pinpointing the difficulties due to new rules and lack of comprehensive information.
Moving Forward
In the face of these updates and challenges, both districts are firmly committed to adjusting and ensuring their students are well-prepared for the STAAR assessments. Concerning continual training and support for teachers, Leifer affirmed it as an instrumental tool.
For readers seeking more precise understanding about the STAAR assessment and its updates, visiting the Texas Education Agency’s official website at TexasAssessment.gov is encouraged.
