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District to reduce some STAR testing, shift to hybrid assessments and embed open‑response items
Summary
Superintendent Jason DeFalco described a move away from heavy STAR reliance toward a hybrid assessment model: reduced STAR frequency for ELA, IntoMath/Savvas diagnostics and unit pre/post tests for math, quarterly checks, embedded open‑response items, and use of 'charger time' as RTI; the committee asked for clarified reporting materials.
Superintendent Jason DeFalco told the school committee on Sept. 12 that the district will move toward a hybrid assessment model designed to give teachers and families more meaningful data while reducing the frequency of standardized screening tests.
DeFalco described the change as the product of last year’s assessment committee. For English language arts the district will retain STAR testing but administer it less frequently; for mathematics it will rely on diagnostics built into the district’s core curriculum (IntoMath in grades K–8 and Savvas at the high‑school level), unit pretests/posttests and quarterly assessments.
"We are hanging on to our STAAR assessment for English only, but we're going to be doing it less," DeFalco said. He emphasized the need for a new data‑collection structure because core program assessments do not automatically generate the same consolidated reports STAR produced. "Whereas with STAR, it collected it for you… now we're creating that system using our core programs for mathematics," he said.
DeFalco also said the district will add open‑response questions and writing samples to assessments to capture authentic student work and critical thinking. He described "charger time" — a 30‑minute advisory block — as a forthcoming RTI (response to intervention) block at the high school, with newly purchased software to assign students to targeted teacher support during that period.
Committee members asked for clarified report cards and the numeric rating system; the superintendent said a clarified report packet would be distributed. Assistant Superintendent Jill Pilagalarani provided an update on English language learner numbers at the same meeting (67 current ELLs, 31 former ELLs and nine awaiting screening).
The district framed the shift as gradual: streamline data systems, support teachers in implementation, and ultimately aim to replace STAR reading reports with locally developed reading assessments once the new system is operational.
Provenance: Topic introduction at SEG 449 (superintendent begins assessment discussion) and continued through SEG 813 (open‑response and literacy plans).
