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TASA audit finds inconsistent curriculum documents, weak assessment systems in College Station ISD
Summary
A TASA curriculum audit delivered to College Station ISD in June 2025 found inconsistent curriculum materials (especially electives above 8th grade), low classroom differentiation (under 10%), and no mandated districtwide assessments; district staff outlined a five‑year remediation plan and Year‑1 actions including learning walks and hiring a behavior coordinator.
District staff presented findings from a curriculum and instruction audit conducted by the Texas Association of School Administrators (TASA), which the presenter described as a "deficit audit" aimed at identifying areas for improvement.
"They came in and they evaluated all of the aspects within the teaching and learning department," Ms. Leifer said, outlining that auditors visited 282 classrooms, reviewed more than 100 requested documents, evaluated 618 student artifacts and received over 2,000 survey responses. The audit work began with documents provided in December 2024 and the final report arrived in June 2025.
The audit covered five focus areas: district vision and accountability; curriculum and curriculum management; consistency and equity; assessments/feedback; and productivity. TASA identified strengths—community support, well‑maintained facilities and staff longevity—but also flagged gaps. Notable findings included inconsistent curriculum documents at secondary elective levels, assessments that are not mandatory across campuses, limited differentiation in instruction (presenter cited "less than 10%" differentiation observed), and insufficient use of assessment data to guide instructional decisions. The presenter also stated "0.333 of our students are not proficient across the board," noting achievement gaps for multiple student groups.
TASA recommended seven actions, which district staff condensed into a five‑year plan. Year 1 actions already underway include a learning series for campus core teams, regular learning walks with shared rubrics, and development of templates and timelines. The district also has moved to create an MTSS handbook and hired a behavior coordinator, Lanny Grahl, funded through Title II and Title IV to provide K–12 coaching and proactive discipline supports. Staff said they will finalize a district curriculum management plan this year and implement a comprehensive assessment plan in subsequent years.
Trustees asked about audit methodology and timing: the presenter said the auditors’ classroom‑visit rubric was not made available to the district and that many visits were short (five to ten minutes). The audit cost was reported at roughly $88,000 and was covered within the department’s budget. Trustees requested the audit executive summary; staff agreed to distribute it to the board.
District staff characterized the plan as a multi‑year, prioritized effort rather than an immediate overhaul, emphasizing measured rollout so campus staff can absorb changes without being overwhelmed. "We didn't want to overload all in one year," the presenter said, describing why the district prioritized certain actions for Year 1.
