Richardson ISD reviews 2024''2025 STAAR/TELPAS results, highlights CCMR gains and next steps

Richardson ISD staff on Aug. 7 presented preliminary 2024''2025 student assessment results and accountability projections, highlighting gains in advanced (mastery) performance and a significant increase in college, career and military readiness (CCMR) while outlining targeted instructional steps for the coming school year.

The presentation covered STAAR (Spring 2025) performance across grades, TELPAS outcomes for emergent bilingual students, end-of-course (EOC) results and CCMR indicators (AP, dual credit, OnRamps and industry-based certifications). Doctor Leeper and Dr. Ortiz led the data overview; area superintendents described follow-up actions at campus level.

Key results presented - STAAR mastery: The district reported increases at the master's level in a majority of tested grades and subjects compared with 2024, with Richardson ISD performing at or above the state on 13 of 20 tested measures at the "meets" grade level and higher in 17 of 20 measures at the "mastery" level, according to staff. - TELPAS: The district reported improved TELPAS advanced-high results for emergent bilingual students, with more students meeting the proficiency threshold used for exit decisions. - CCMR gains: The district reported a jump in CCMR from 79% (class of 2023) to 95% (class of 2024). Staff attributed this to expanded AP participation and pass rates, growth in dual-credit enrollment and OnRamps participation and increased industry certification attainment. District presenters said students earned nearly 10,000 college credits across programs in 2024, representing an estimated $2.95 million in college tuition savings.

Presenters also described areas of focus and concern: - EOC and high-school assessments: Staff said some EOC subject areas lag, noting that changes in test design, automated scoring of constructed responses and cohort differences complicate year-to-year comparisons. District staff reported they submitted samples for rescoring (human review) and that rescoring raised many initial computer-assigned scores; for third through eighth grade re-evaluations, staff said 40% of submitted samples received higher scores and a substantial share moved up a performance level. - Middle-school math/Algebra I: Leaders acknowledged that accelerated Algebra I cohorts affect results and require sustained instructional focus in upper-elementary and junior-high grades to ensure readiness for higher-level courses. - Achievement gaps: Staff emphasized attention to economically disadvantaged students, emergent bilinguals and special education subgroups and described targeted intervention and enrichment plans.

Responses and next steps District leaders outlined three instructional priorities for the coming year: data-driven instruction, observation-and-feedback cycles for teachers and stronger lesson internalization and PLC work. Area superintendents described immediate actions: principal coaching, progress-monitoring systems, targeted intervention plans that list each student by name and need, and partnerships with Region 10 for instructional support at high-need campuses.

Superintendent Tabitha Branham framed the work as continuous improvement: "We teach and model the behaviors that we expect for our students from the time they walk into our buildings," she said. District leaders emphasized that assessment data reflect one measure of student learning and that the system will continue to refine supports and instruction.

Ending: District staff said final, official accountability reports from the Texas Education Agency were expected later in the month, and principals would send personalized campus performance communications to families prior to the start of school.