Stafford MSD reports mixed interim gains, launches parent STAR nights as TAPR, HP3 progress reviewed

Stafford Municipal School District presented a detailed academic progress report and its annual Texas Academic Performance Report (TAPR) summary at the March board meeting, highlighting growth in early grades, targeted concerns in several intermediate grades and a sharp rise in the district's college-, career- and military-ready (CCMR) metric.

District administrators told the board that prekindergarten and kindergarten universal screeners rose in multiple categories compared with last year and that first grade showed notable gains in both reading and math. At the same time, officials flagged slower growth or declines in fourth-grade math and third-grade reading at some campuses and said action plans are underway.

The TAPR-based annual hearing included statewide comparisons, subgroup performance and postsecondary follow-up. District staff said overall graduation rates have rebounded from pandemic-era dips (reported as 93.3% in 2022 to 95.8% in 2023) and reported a large reported increase in the district's CCMR measure (reported in the presentation as moving from about 54% to 94%). The presenters also summarized campus- and subgroup-level outcomes, noting economically disadvantaged students make up the district's largest subgroup (reported as approximately 80% of enrollment).

Why it matters: The report sets the district's near-term priorities for test-season interventions and gives the board the data to set goals and budget priorities. Trustees pressed for clear monitoring so the district can tell which classroom- or curriculum-level changes are working before the next formal screener.

What administrators reported

Doctor Almas, the staff presenter, opened the academic progress section by walking trustees through the district dashboard and noting that "data is updated on a regular basis." He said the dashboard and multiple interim measures are used to guide short-cycle instruction changes and longer-term curriculum decisions.

Administrators said pre-K and kindergarten universal screeners improved in several categories compared with last year, and first grade showed consistent gains from the beginning to the middle of the year. Elementary interim data showed strong performance for some grades and dips for others; district leaders said they have placed fourth-grade math and third-grade reading on active action plans and are providing additional interventions.

School- and district-level supports described included weekly PLC data reviews, tiered interventions during the school day, Saturday tutorials, intensive STAR review sessions, and small-group instruction targeted from weekly CFUs (checks for understanding). Middle- and high-school staff described similar short-cycle monitoring and said they are using teacher coaching, classroom observation analytics and targeted professional development to address performance gaps.

Special programs and subgroups

Miss Shauna Punch presented special education and emerging bilingual (EB) subgroup performance. She noted the special education population is small by cohort (described as roughly "16 to 20 students per grade level") and that SPED math gains were observed in several grades this cycle. For EB students, she reported several elementary cohorts met or exceeded interim targets in math and reading, and noted language-based supports and content-based instruction remain priorities.

Clinical changes and curriculum decisions

District presenters described recent curriculum changes at secondary math and earlier changes in reading and science made after grant-funded reviews. Doctor Blanco explained teachers are learning a new, more rigorous secondary math curriculum and that the district is providing PD through grants and teacher coaching to build implementation fidelity.

Trustee and board discussion

Trustees pressed for evidence that interventions are producing results between major screeners. Trustee Hinojosa asked how the district knows interventions are effective before waiting for the next official interim; administrators answered that teachers and interventionists use weekly CFUs, unit tests, mid-module checks and high-tech diagnostics to monitor mastery and that small-group instruction is adjusted weekly. "If at the end of the week the child is still performing at the same level, then they know they need to switch it up," an administrator said in explaining progress-monitoring practices.

Trustees welcomed the TAPR and ranking context. President Hinojosa emphasized the importance of the district's recent third-party rankings, saying, "to be ranked number 4 in the state is such a huge, huge deal," and urged continued focus on teacher quality and retention as the primary driver of student outcomes.

Teacher incentive program and timelines

Board members asked for an update on the district's teacher incentive work. Administrators said the district is in a data-capture year for a teacher incentive program: this year is used to collect and calibrate measures; next year would be the designation year and monetary payments, if approved and funded, would be paid the following year. The district reported it is calibrating appraisers and finalizing measures to ensure fairness before any pay is applied.

Board directions and planned follow-ups

Trustees asked staff to provide: - A short progress report on the district's short-term maintenance loan priorities (money spent, contracts delivered and remaining encumbrances). - Documentation of staff absences and certification checks tied to upcoming contract approvals so trustees can vet contract agenda items. - A description of attendance-tracking tools and the district's protocols for extended student absences. - An updated incidents/discipline report (recent campus incident counts) and an updated TAPR summary when state data is final.

Votes at a glance

- Motion: Adopt order canceling May 3, 2025 trustee election for SMSD trustee positions 3, 4 and 5 (no contested candidates). - Mover: Trustee Sosa Montelongo. - Second: not specified in the record. - Outcome: Approved unanimously (7-0). - Notes: Administration stated there were no challengers to the listed positions.

- Motion: Approve budget amendments and transfer funds to cover employee appreciation expenses ($10,000). - Mover: Vice President Hamaran. - Second: Trustee Wilkins. - Outcome: Approved unanimously (7-0). - Notes: Administrators said $6,000 will move from general supplies and $4,000 from professional services within the same administrative function; funds will be used for district-wide employee appreciation events.

- Motion: Approve consent agenda (routine items). - Mover: Vice President Hamaran. - Second: Secretary John Betis. - Outcome: Approved unanimously (7-0).

Discussion vs. decision

Discussion points: dashboard trends, curriculum changes, short-cycle monitoring, parent engagement events (STAR literacy nights), teacher incentive calibration and the need for more frequent, targeted monitoring data. Directions: staff was directed to provide follow-up reports on maintenance loan spending, staff absences and certification checks, attendance-tracking procedures and a fresh incidents/discipline report. Decisions: budget amendment and cancellation of the unopposed election were formally approved by unanimous votes.

Clarifying details

- Special education cohorts: reported as about 16'0 students per grade (source: Shauna Punch). - Emerging bilingual share: described as 25—0% per grade level in discussion (source: Miss Punch). - Economically disadvantaged (ECDIS): presented as roughly 80% of district enrollment (source: TAPR presentation). - Graduation rate: reported moving from 93.3% (2022) to 95.8% (2023) in TAPR slides (source: district presentation). - CCMR: presentation slide reported an increase from roughly 54% to 94% (source: district presentation notes).

Proper names mentioned: Stafford Municipal School District; TAPR (Texas Academic Performance Report); World Down Syndrome Day (see separate item); STAR (district assessment); Children at Risk (ranking cited by trustees); Texas Higher Education Coordinating Board (postsecondary follow-up data).

Next steps: The board asked staff to deliver the follow-up reports requested above at the next regular meeting and to continue monthly or bimonthly datapoints where possible so trustees can see near-term impacts of interventions.