Weslaco ISD reports mixed STAR results: reading gains, math regression; district cites tier‑1 fidelity and intervention work

WESLACO — At its Lone Star Governance (LSG) report the Weslaco ISD leadership team presented benchmark results showing divergent trends: reading measures improved in several elementary grades, while math performance regressed from early to mid‑year benchmarks at many campuses.

In brief: District staff said fourth‑grade STAR reading increased substantially between benchmarks, helping put the district “on track” for its sixth‑grade reading goals, while fourth‑ and fifth‑grade STAR math showed declines from benchmark 1 to benchmark 2 in many campuses. Staff said statewide declines in math performance last year mirrored some local trends and stressed the need for high‑quality instructional materials (HQIM), coaching and consistent tier‑1 instruction.

Why the data matters: The board tracks annual goals tied to reading and math performance; leaders said reading gains likely reflect teacher expertise and targeted curriculum supports, while math declines appear connected to differences in what benchmark 1 (a fall check) measures versus the cumulative STAR used for benchmark 2.

What staff reported: For math, district goals aimed to raise sixth‑grade STAR math meets+ percentages over a multi‑year timeline. Staff identified commonly missed TEKS for sixth grade (6.8, 6.9 and 6.14a) and said declines were not uniform by campus. The district plans to adopt Bluebonnet (a high‑quality math curriculum) and provide the teacher training and manipulatives tied to that program; district staff said Bluebonnet materials include manipulatives and pacing that campuses requested.

For reading, staff said fourth‑grade reading rose notably between benchmarks and fifth‑grade reading remained close to target; the district credited curriculum alignment, teacher expertise in reading/writing instruction and sustained PLC work. The LSG report said administrators and instructional coaches will continue walk‑throughs and data‑driven PLCs to replicate successful practices across campuses.

Discipline and bullying: The superintendent and staff reported a 44 percent reduction in fights from the previous school year and said ongoing discipline monitoring includes weekly fight reports and monthly behavior‑coordinator meetings. Staff described multiple anti‑bullying actions required by the Texas Education Agency (TEA) minimum standards: a research‑based curriculum integrated into classroom lessons, district surveys with action plans, campus bullying‑prevention committees, and an anonymous reporting mechanism posted on the district website with QR codes and a hotline.

Counseling and response: Staff said counseling and behavior teams meet monthly and campuses document agendas and action steps. The district also plans administrator and staff training on TEA’s bullying standards this summer and will post materials publicly so families know how to report incidents. Superintendent Richard Rivera told trustees the district treats bullying seriously and stressed that consequences and supports must be applied consistently.

Board feedback and next steps: Trustees asked for documented walkthrough feedback and clearer mechanisms showing how coaches and principals provide actionable coaching. Trustees also asked for automatic parent reporting of individual assessment (MAP/STAR) results whenever students are tested. Staff agreed to ensure automatic report turnaround and to provide more granular campus‑level plans for tier‑2 and tier‑3 interventions in coming reports.

Ending: District leaders said they will continue monitoring benchmark 3 (state STAR results) and bring implementation details for Bluebonnet, campus managerial supports and the bullying‑prevention action plan to the next governance and budget workshops.