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VISD presents TAPR showing gains on STAR/EOC but flags special education for intervention
Summary
Victoria ISD trustees held a public hearing on the district's Texas Academic Performance Report, which showed gains across most STAR/EOC indicators but listed special education status as "needs substantial intervention." The report and supporting binders are available at the district office and online.
Victoria Independent School District officials presented the district's annual Texas Academic Performance Report (TAPR) at the school board's Feb. 19 meeting, saying the district made broad assessment gains but still faces particular challenges in special education.
Ms. Chestach, the staff presenter, told trustees the TAPR compiles PEIMS and assessment data and noted that "we had increases in 85% of those measures" during the 2024-25 school year, compared with statewide increases in 58% of measures. She said the report shows STAR and EOC performance, attendance, dropout and graduation metrics, CCMR indicators, campus goals and financials, and that a printed copy is available at the district receptionist desk and online.
The presentation highlighted specific improvements: for example, seventh-grade reading at the "approaches" level rose by eight percentage points while the state rose two points, narrowing a district-state gap. The binder also shows progress toward House Bill 3 goals for early literacy, early numeracy and CCMR; the presenter said VISD met the board's targets in all three areas for the year reviewed.
At the same time, the TAPR lists the district's special education determination status for 2024-25 as "needs substantial intervention." Ms. Chestach described targeted improvement strategies the special education department is using to raise STAR reading, math and social studies performance and outcomes on the English I end-of-course assessment, including timelines for evaluation and intervention.
Trustees asked clarifying questions about the measures and the timeline for next-year projections; the presenter said district benchmarks and campus work during the current year point toward continued improvement. The board heard that the TAPR also includes campus-level summaries, violent-incident reporting subject to FERPA limits, and postsecondary-performance information drawn from state sources.
The public hearing closed after trustees invited audience questions and received none. The TAPR binder and supporting materials were offered to any member of the public who requests a physical copy.
The board moved on to other agenda items after the hearing; no formal vote was taken on the TAPR itself at this meeting.
