Willis ISD presents TAPER report showing mixed STAAR results, gains in CCMR and enrollment growth

A staff presenter for Willis Independent School District reviewed the Texas Academic Performance Report (TAPER) at the Feb. 12 board meeting, telling trustees the report reflects the district’s results from the 2022–23 school year and showing both areas of steady progress and continuing challenges.

The presenter said the district’s enrollment has grown rapidly in recent years — from roughly 8,000 to more than 9,300 students at the last snapshot — and projected the district could exceed 10,000 students within five years. The TAPER review emphasized four district goals that were used as a framework: raising STAAR proficiency, increasing industry‑based certifications for seniors, improving special education outcomes on STAAR, and expanding enrichment programs such as summer offerings.

Why it matters: the TAPER is the state’s annual snapshot of a district’s test performance, graduation and college/career readiness indicators, and other key measures. Trustees said the presentation will be used to guide curriculum adoptions, staffing choices and targeted interventions across campuses.

District highlights and challenges - CCMR: The presenter said Willis ISD recorded a marked increase in CCMR outcomes, reporting a district‑level CCMR growth of 36% (district slide, 2022–23 vs. prior year). The presenter attributed gains to higher TSIA testing at district testing sites, Texas College Bridge college‑prep classes, and growth in dual‑credit and CTE certification pathways. “We grew 36% in our CCMR,” the presenter said. - Industry certifications: The presentation listed specific IBC (industry‑based certification) totals from the CTE center (examples given on slides included 50 welding certifications, 31 ServSafe certifications and multiple certifications in veterinary/biotech programs); the presenter said 39 students earned at least one certification in 2022–23. - Enrollment and demographics: Slides showed rapid growth by grade and rising shares of Hispanic students (near 40% of enrollment), with white students around 50% and African American students near 8%. The district’s economically disadvantaged proportion was shown at about 63%, and the emergent bilingual (bilingual) share at about 16.4%; special education enrollment was reported near 12.9%. - STAAR performance: The presenter reviewed STAAR domains (1: achievement, 2: growth, 3: closing gaps/CCMR). For all subjects combined, the district trailed the state and Region 6 on “meets” and “masters” performance levels; for example, district “meets” was presented at 41% versus a state 48% and Region 6 at 51%, and district “masters” at 13% versus a state 20%. - Subject and grade details: Math was a recurring concern. The presenter highlighted declines in some grades and subjects (for example, a few percentage‑point drops in approaches in math and science) and singled out middle school grades (notably seventh grade) as a focus for improvement. The presentation also noted growth in some grades (fourth grade “triple‑effect” gains in multiple performance bands were cited). - Federal accountability: The presenter said federal accountability flagged special education as “needs assistance” for particular content areas (3–8 science and social studies) and described targeted SPED plans to address those domains.

District responses and next steps Trustees and the presenter discussed near‑term and medium‑term actions: a curriculum audit with Region 6 service center, planned adoptions of new high‑quality instructional materials for reading and math, a staffing audit to ensure teachers and specialists are placed where they are needed, and a strategic planning summit set for Feb. 24 to help shape multi‑year academic priorities. The presenter also said that opening a new middle school this fall is expected to relieve capacity pressures and help with staffing alignment.

On middle‑school weaknesses, the presenter said the district is implementing a number of interventions, including stronger foundational literacy emphasis (read‑by‑grade‑3 priority), focused interim assessments and more targeted small‑group instruction and tutoring. District staff noted that science — especially fifth and eighth grade — had been a district focus all year and said that early MAP and interim data show improvement in areas where schools concentrated efforts.

Trustee questions and context Board members asked for details about oversight and measurement of interventions. In response, the presenter and Dr. James (the superintendent) pointed to scheduled campus observations, Phase‑1 instructional materials reviews, planned professional development for teachers tied to any adopted materials, and ongoing reporting to the board. The presenter emphasized that much of the TAPER data lags (the report draws on 2022–23 results), noting the district’s internal MAP and interim results are more current.

What the presentation did not show The district has not yet received A–F letter grades from TEA for the relevant years (the presenter said ratings were withheld in recent years because of state actions and litigation). The presenter presented an internal, non‑TEA projection of a district “C” if TEA issued comparable ratings for the 2022–23 year, and emphasized that projection had not been verified by TEA.

Looking ahead The presenter said the instructional materials adoption process is underway using the state’s vetted list of high‑quality materials; adoption decisions and possible grant applications (which may provide state allotments to purchase materials) are planned for March board meetings. Trustees were told the district will track progress using MAP, campus formative measures, and regular updates on remediation strategies.

Ending Trustees did not take formal action on the TAPER presentation itself; the session concluded with board follow‑up questions and a schedule of next steps for curriculum review, staffing audits, and the strategic planning summit.