BRYAN-COLLEGE STATION, Texas (KBTX) – As Texas schools adapt to the revised State of Texas Assessments of Academic Readiness (STAAR), the Bryan and College Station independent school districts are sharing their thoughts and concerns and outlining their strategies for addressing the new challenges. Recent interviews with district officials underscore the complexity and impact of the updated assessment format.
Bryan ISD: Dealing with the changes
Dr. Barbara Ybarra, Bryan ISD’s assistant superintendent for teaching and learning, provided a detailed look at the significant changes introduced by House Bill 3906 ahead of the 2022-2023 school year. These updates, designed to improve student achievement and ensure Texas maintains its status as a national leader in education, include the integration of writing at all grade levels and the addition of technology-enhanced elements.
“This is a very different assessment, and writing is included in all grade levels, which was not the case before. We have technologically enhanced assignments, and several things have happened that make this test very different than what students across the state have taken before. I think there are a lot of good changes in this assessment, but of course it is different,” Ybarra explained during a recent school board workshop.
Ybarra stressed the importance of understanding that the accountability system has also changed, potentially leading to lower ratings for schools even if they show improvements. “Schools need to expect a lower grade. If you have a high B, you could drop to a poor B. If you have a middling B, you could drop to a C. Schools and districts should prepare for that, and that is not an indication that your schools did not do well this year compared to last year,” she said.
Despite the expected lower ratings, Ybarra emphasized Bryan ISD’s commitment to student-centered decisions and data-driven instructional practices. “The most important thing we can do is put the student at the center of all our decisions. We look closely at how each student is performing and find out where their strengths and opportunities for development are,” she said. “You’ll see teachers across the district looking closely at this data so they know where students are and what their needs are. Schools look at their strengths and areas for improvement, and those plans are implemented each year to be able to respond to the kids in each building.”
Ybarra also pointed out the challenges that the new system presents, including the need for schools to respond to the changes and redefine certain aspects of their approach based on new data. “Fortunately, the state has remained relatively stable with its accountability systems and has maintained them for several years. This year is the year that marks the big change,” Ybarra noted. “We need to respond to that change and learn from what it looks like under this new system.”
College Station ISD: Preparing for new challenges
Penne Leifer, College Station ISD’s assistant superintendent for teaching and learning, explained the district’s approach to STAAR assessment. Leifer noted the difficulties associated with the assessment changes and the need for clear communication.
“The grading criteria for each district has changed. It’s really challenging when we’re following the rules and we don’t know exactly what the rules are. There have been some changes that include writing at all levels. Technology has also changed and has improved significantly. How are we going to respond to that so that our students are successful?” Leifer explained.
To address these challenges, College Station ISD has focused on training staff and adapting curriculum. “We have coordinators, one for each content area. We also have a director of digital learning. And working with those team members, we handle writing across all curriculum and digital learning,” Leifer said. “I do a lot of training for our teachers so that they use this resource daily in the classroom and are familiar with the processes and mechanics of testing on the computer when it comes time for testing.”
Leifer spoke about the challenges to teacher morale, which is a critical part of implementing these changes. “As we all know, teaching is a very tough profession. They are rock stars. They are used to change. They demand resources, and as long as we provide them, I think morale will remain high,” she explained.
Concerns about STAAR
Although the STAAR test is not considered particularly important to students due to House Bill 4545’s elimination of promotion consequences in 2021, both districts expressed concerns about how the changes could affect public perception and scores. The updated assessment, which now places an emphasis on writing and includes new non-multiple-choice questions, is designed to better reflect classroom activity and was implemented to improve student performance. However, the potential for lower scores remains a significant concern.
“What we do know, however, is what the Secretary of Education has been telling us for about a year, which is that after the redesign of this accountability system, we should expect lower scores and that it’s not necessarily comparable. Last time, we had scores that are not necessarily comparable in the same way because the test is so different and the methodology is so different in terms of how the accountability system is designed,” Ybarra noted.
Leifer echoed similar sentiments, emphasizing the challenges the new rules bring. “I don’t necessarily think change is bad. It’s difficult when it’s a moving target. When we learn how we’re going to assess the kids, I think that’s a more accurate assessment of performance. Right now, we don’t have all the information. It’s very vague how the kids will be tested, and it’s also unclear how they’re going to assess our students. So change isn’t necessarily bad. It’s just how we approach the change, and the lack of communication is a big challenge,” she said.
Moving forward
Both districts are committed to adapting to the updated STAAR assessments and ensuring their students are well prepared despite the challenges. “The most important thing we can do is put the student at the center of all our decisions. We look closely at each student’s scores and see what their strengths and opportunities for development are,” Ybarra emphasized.
Leifer added that ongoing teacher training and support is critical. “We are excited to provide new opportunities for our teachers and students. We will do our best to ensure they perform at their best,” she said.
For more detailed information about the STAAR assessment and its updates, visit the Texas Education Agency website at TexasAssessment.gov.
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