001All right. Uh good morning everybody. Uh and welcome uh to leveraging accountability tools um uh empowering success with student data. Uh we are really excited uh for this session today. Um and do just want to note our session uh is being recorded. Uh so if you would like to refer back to it or share it with a friend uh uh we hope to have that up um uh by middle of next week. Uh but we will be sharing uh the deck that I'll be going through today. Um so if you would like to follow along or um you would like to click on links as we're discussing them or take notes. Uh we will uh make that link available to you for the deck for today momentarily. Also just want to note uh the Q&A
002is open. Uh so uh several of my teammates are here uh uh to answer questions and support any um any questions that might come up or additional needs. Uh so please use that Q&A uh feature uh in order to make sure that we are able to get your questions answered before you leave here today. So with all of that uh just to quickly introduce myself, my name is Katie Jubert. Uh I am the principal director of policy and communications uh here at the Texas Education Agency. Uh and personally am so excited about this webinar. Uh I am uh within my first year at the agency and we have so many tools here that I uh believe would have helped me as a school leader and uh in district leadership as well. Uh so excited to
003uh offer some of those to you today. talk through a little bit how we think they they can support you in your strategic planning um setting goals and reaching your goals uh in order to meet the um accountability rating that you want to receive uh this year and in subsequent years. So here's a quick uh overview of our agenda for today. Uh we're starting off with some welcome and introductions and uh we'll do some framing. Uh then we're going to get into um a variety of different tools. So, tools to know the system, the accountability system, uh tools to know your data and your students, tools to set goals, uh tools to monitor your progress towards those goals, and then finally, we'll close out with some next steps. Um, I do want to name that
004uh there are a a plethora of tools that we'll be talking about today. Uh, and so this is not intended to be a deep dive into any single tool. um not intended uh that you will feel leaving like an expert in using any one tool today. Uh but it's really intended to be kind of an introductory and an offering so that you can dig deeper. A couple things that we do want to note. Uh everything is linked in this PowerPoint. Uh and so uh once you have an opportunity to dig in and and play around a little bit, uh you can always reach out to us with questions. Uh we'll make sure uh um on the last slide our contact information is listed there. Uh and uh we will also be releasing uh in the
005coming months a video series. So little three to five minute videos where we will dig deeper uh in how each of the tools can be used uh to really support you in your work. So the ACF system in Texas uh is a tool to really drive continuous improvement for students. Uh and so we want to see improved student performance for all kids. Uh and then we also uh in particular want to eliminate achievement gaps and our statute really calls out based on race, ethnicity and socioeconomic status. We also want to ensure that the A throughF system is ensuring that we are a national leader in preparing our students for postsecary success. Uh and we know that uh fostering that type of growth to reach these big goals of all students across the state improving um
006our achievement gaps being closed and being a national leader. Uh that takes all of us really working together and um and really fostering that culture of continuous uh continuous improvement and continuous growth. Uh and so our goal today is to really make sure that uh you are aware of some of the tools that the agency offers in order to support you in your school or in your district in reaching those goals. Uh this this is not a comprehensive list. The agency has uh many divisions. Uh there are even some resources through performance reporting that we're not going to dig into today. Uh and I also want to name there are lots of other great tools out there. uh but this is a sampling um that are free and are accessible uh and that uh we
007really believe can support you in reaching these goals. So when we think about monitoring student performance uh the Texas uh uh A throughF system has been studied uh and it's really clear that um based on this external research that the pressure on schools to avoid a low performance rating not only has a positive impact on kids while they're in your prek through 12 settings but we also see improved post-secary outcomes over time. And what I want to do today is really reframe this uh uh and and not so much think about how do we avoid a low performance rating uh but how can we support you in getting uh a high performance rating um uh and and really what that comes down to is a series of strategic decisions. We have proof points all over
008the states um of schools and of districts uh that are in challenging situations. Uh whether that is um a lack of resources in their community, whether that is um uh uh students who come in with bigger needs uh than than might be true in other settings um or potentially uh I know in many places financial resources are tighter now than they were. But we do have proof that when schools and when districts across the board are making really smart strategic decisions, uh that they're not only avoiding a low performance rating, they're getting really high performance rating. Uh so our goal today is to support you in knowing the accountability tools that you have available to you uh to support your analysis and your decision- making throughout the entire year. So this is at a really
009high level uh a a strategic planning process, right? Um so achievement and growth within the A throughF system requires really call uh requires a lot of knowledge. It requires planning, goal setting and then monitoring just like any other strategic planning process. So throughout our time today we are going to focus in on these sort of buckets of that process. How do we support you in knowing the system? What are the tools that we have available so you can get to know your data and get to know your students? How do we support you in knowing what tools we have available to you to be able to set goals? And last, but certainly not least, what are the tools that we have available to support you in monitoring progress along the way. So, our goal is
010not to focus on how to strategically set goals, plan, and monitor. We know you all know how to do that. That's why you're in a leadership position that you are. Uh but we're going to be really focused again on those tools that we provide that we think will be helpful uh in your strategic planning journey. So throughout this I'm going to be offering up some questions that I've asked myself as a school leader and while I was in district leadership and they're probably very similar to the questions that you ask yourself in your own process and potentially depending on your role, the questions that you're asking yourself every single day. But again, our focus today is what are the tools that we can support you in that process uh in order to answer those questions.
011And I would be remiss to say uh don't forget to bring your team with you along in the journey. There are certainly um uh so many so many individuals within our Texas public school system with so much knowledge. uh and and my hope is that uh some of these tools will support you in bringing your teams along with you in knowing the system, knowing your data, knowing your students, setting goals, and monitoring progress. So, let's dive in. The first um uh area that we're going to really focus in on is step one, and just knowing the system. Uh so to be successful in any system, it's critical that you just know what are the rules and how do they fit together. So some of the key questions that you might be asking yourself when you're
012thinking about this first step of knowing the systems. Uh the first question would probably something like can I easily explain each of the domains and overall rating calculations to someone else? uh if if a parent or a board member or a community member says like what is the A throughF system um are you at a place in your own knowledge that you could pretty easily rattle that off and give a very high level um explanation. Uh but of course that kind of surface level is not going to be good enough uh for your goal setting process. Uh and so it's critical that we're also asking ourselves do I know specifically how my school will be rated? uh and and I would encourage everyone to pay special attention to domain three. Um so certainly uh uh
013uh which uh components are going to be rated across the board. Uh do you have student population size that you're reaching minimum size requirements? Are you really clear about um what are the specific components uh that your school will be rated on? Um and then do you know broadly each of the components for each of the domains? Do you know the specific calculations for each of those domains? Um, do we know where the data comes from for each component? Um, how do I stay on top of shifts in the system that will impact my decision-making? Of course, none of us have the luxury to only think about the 2526 school year. Uh, we've got to be constantly planning ahead for 2027, 2028 and beyond. Uh, and then last but certainly not least, if the answer
014to any of these is not yes, do I know where I need to go to get some additional support. So, in in getting to know the overall system, uh, and and my hope is is that these slides themselves could potentially be tools to you uh, if you need to explain to parents or to teachers or to a board member. Um but this is really the snapshot of at a very very high level how uh A throughF results are calculated. So of course we have three domains. Domain one is student achievement which really measures uh uh what students know and what they can do. Um the school progress domain is domain two and that's split into two parts. Domain 2 A is academic achievement I'm sorry academic growth uh and domain 2B is relative performance. In
015your overall calculation, the best of domain one or domain 2 and within domain 2 is the best of domain 2 a and 2b is going to account for 70% of your overall goals. So we'll or overall rating I'm sorry. So we will jump ahead later uh and think about uh the goal setting process. But even here is a place to start thinking about how can this tool just this visual help me really to invest others in the goal setting process. Um for example, if you really really want to focus in on growth, um a tool like this can support you in explaining to others um how uh success in academic growth could uh lead to 70% of your rating being based on that growth that you really focused in on. Of course, 30% of um
016uh a rating is also going to come from the closing the gaps domain. And this is really taking a look at both growth and achievement for the most historically marginalized uh students within our system and within your school community. So when you take the 70% from domain one or domain 2 and then 30% from domain 3, uh that is going to calculate your overall rating. to dig in a little bit deeper. And again, my hope is that this slide itself might be a tool uh uh and and there are many others on our website uh that we'll share in just a moment. Um but domain one uh if you're at an elementary school or a middle school, 100% of that rating is going to come from um uh the STAR exam and your results on
017the STAR exam. And so that is the percent of students that approaches grade level or above, the percent of students at meets grade level or above, and then uh uh the percent of students who are at masters. We add those three up and then we divide by three. Uh and so again, a visual like this can be a tremendous tool in investing your teachers in, you know, why is my principal always talking about meats plus? Why why are they always talking about we need to drive our M's uh uh percent of students at masters up? Uh, and so helping them see a little bit into the math of how that's calculated can help others sort of reframe um, uh, how they're thinking uh, about student proficiency aligned to your accountability goals. If you are at
018a high school um or a K12 uh uh 40% of your rating uh in domain one is going to come from STAR 40% um from uh college career military readiness or CCMR and then of course 20% is going to come from your graduation rate and in domain one that's going to be the best of your four five or sixyear graduation rate. So again, um, for high school leaders out there, uh, we hope this can be a tool, uh, to sort of zero in as you're talking about CCMR with your staff, uh, to sort of lay out all of the options and how those options are really grouped. In domain 2, uh, we of course uh, have uh, domain 2 A uh, and then we also have domain 2B, both of which fall under domain 2,
019school progress. So in domain 2A, we're really focused on the number of students that grew at least one year academically. And then we're also taking a look at students that demonstrated accelerated learning um uh through year-over-year star results. Again, that's going to be calculated uh from an endofear star exam to an endofear star exam. For example, where did I perform at the end of fourth grade in math? And then how does that compare to my performance at the end of fifth grade in math? and does my progress demonstrate at least one year of academic growth. We also then in domain 2B uh are taking your achievement and comparing that to um schools uh and campus communities with a similar percentage of economically disadvantaged students. I actually think these uh this next slide is a really
020helpful tool for just helping people visualize how domain 2 is calculated. So on the left side uh we have a visual that really demonstrates academic growth. And so uh I can envision uh and and actually have done this um uh uh sort of activity with my staff uh or uh uh with campus staffs sort of thinking through like so if a student moves from uh low does not meet to meet what does that look like in terms of uh their academic growth score. If we go from low approaches and stay at low approaches, what does that mean? Um to really support teams in getting down to that granular student level uh and thinking about where each individual student uh that they're charged with supporting and fostering their learning uh where are they going to go?
021Uh and then please don't forget about uh that accelerated learning as well. Uh so when a student moves from does not meet to approaches meets or masters uh their growth score is uh multiplied by 0.25 um and so definitely uh an accountability incentive and really a recognition of the tremendous work um that uh you and your staff are doing when uh kids move over that approaches line uh and really honoring what does that type of growth mean for a student. Um uh for part B again another helpful graph um uh just to sort of uh give a very high picture level of how domain 2B works. Um but we compare then uh your student achievement score against uh uh the percent of your students uh that are economically disadvantaged. Uh and this is really just
022honoring um uh for our schools with our highest percentages of um economically disadvantaged. uh without a doubt there are very unique challenges and I think this can be a helpful tool in sort of demonstrating how does relative performance work uh and what does that mean in your particular context. So domain one um let me let me actually go back one more step. So between domain 2 a and 2b we are going to look at the best of those scores. So what was your high higher scale score between 2 a and 2b that becomes your domain 2 score. We'll then compare that to your domain one score and the best of those becomes 70% of your overall rating. The next part of your overall rating, that remaining 30% is coming from the closing the gaps domain.
023Uh which admittedly uh is is um uh pretty challenging uh to explain to people who are not living and breathing accountability. And so I hope that this can be a helpful tool or graphic and just sort of explaining to your staff and your stakeholders how all of this works. Uh so within domain three we are constantly thinking about uh uh targets and then to what extent individual student groups are either meeting those targets or making growth towards those targets. Um so uh the all students groups uh is always going to be um a uh one of the groups that are evaluated. Uh the next two groups are going to be the two lowest performing um race or eth uh ethnic groups from the prior year and then your fourth group is going to be that
024high focus group. Uh so you can see sort of the color coding there. Uh the high focus group is in blue and that is made up of any students who are in special education um uh uh your highly mobile students uh emergent bilingual and then students who are economically disadvantaged. Uh so again uh as you're sort of thinking about how do I invest people and getting really really granular about particular students who are in their class and monitoring their exit tickets daily. Um we hope this can be a tool uh in sort of explaining to others how that all works. Some additional tools that we wanted to lay out as you think about how do I get to know the accountability system and then how do I explain that to others. Um, so far and
025above, probably the most helpful tool is going to be the accountability system manual. Uh, so we've linked in the slide deck today the 2026 accountability system manual. Um, uh, uh, uh, the 2027 preliminary system manual is, uh, also up and available for your review. Um, but this is when you think back to those questions of like, do I know exactly how this domain is calculated or how this component is calculated? That is available in the manual. If you're thinking about do I know where this data comes from like which PE submissions matter, what comes from Tide versus what comes from PES, um all of that is going to be laid out in the manual and its appendices. Uh and so we encourage you as you get to know the system uh and uh also disperse
026that knowledge to invest others in getting to know the system. Uh the accountability system manual is is is a a go-to resource. I reference it probably 25 times a day. um uh we really work to make sure it's it's comprehensive and any questions you might have get answered through there. The next thing that we wanted to share um is uh how accountability ratings work. Uh so I um I have looked at the manual and and read it again and again and again and there are certain parts that I just need a visual. I just need someone to break it down for me a little bit more clearly. So how accountability ratings work does just that. So these are a series of infographics um that really get down to the component level and provide step by
027step by step how each of the components um are calculated uh with the visuals and with really tangible examples. So if you find yourself getting stuck in any particular area, it's a tremendous resource for you. also tremendous tool uh to be able to share with others uh who may not be interested in in reading a uh lengthy accountability manual or it may not be the level of knowledge that they need those how accountability ratings work uh translate that into a little bit more userfriendly language. We also want to share um if you uh are um a a a frequent user uh of of performance reporting products, you probably are using the performance reporting resources website. Uh but we do house all of our resources and materials there. Uh and so very often if you think
028like I am just unclear on this uh we encourage you to go to the performance reporting resources. Uh and it's quite possible that we have an explanatory document or resource uh that is um uh there to support your understanding and learning. Uh and as we uh um uh create and share additional resources, we also uh always will notify stakeholders that those are available through our performance reporting bulletin. I would be remiss to also not say your ESC's are a tremendous resource in getting to know the accountability system. uh incredibly knowledgeable individuals at each of our 20 ESC's um who uh host I I occasionally get a glimpse into their calendars and they just have so many offerings um on the accountability system broadly into particular areas. So if you are uh not linked in there,
029I would encourage you to reach out to your ESC um if if uh you're finding gaps. Uh and of course again we'll share our um uh contact information at the end. Uh but we also want to be a tool and a resource for you as well. Uh and so please feel free to reach out to us uh if you need help kind of uh digging in and unpacking things. So those are the resources to really support you and the tools to really support you in understanding how does the accountability system work today. We also know that as leaders we always have to be forward thinking. Uh and so we also wanted to offer um an additional tool um which is uh the uh preliminary 2028 A throughF refresh framework. So that is available on our
030accountability system development web page uh and has been up since um August 28th of last year. Um we also um I am I'm so sorry. I just got a notification that my computer was going to restart and had a mini heart attack, but we're okay. I was able to postpone. Uh so my apologies. So that preliminary framework has been up since August 28th of last year. Uh and then we do anticipate an updated framework coming in the spring. So um again it wouldn't it be nice if we could only think one year at a time. Um but uh as leaders we need to develop um our own knowledge and really leverage our tools to understand uh what what is potentially changing and how that might impact uh your campus or your district community. Uh and
031so we encourage you to also leverage uh the accountability system development web page uh to really build your own understanding as you think about long-term planning in your role. So that is step one uh really getting to know the accountability system uh and hopefully some tools to build your own knowledge and then also to uh some tools that uh if if you're thinking like well I know it but does everyone I work with know it? uh hopefully some tools to support you in bringing your team along the way. Step two, and again uh lots of different ways to go about strategic planning, but in general uh once we kind of know what the rules are, our next step is is really getting to know our data and what is our current state of affairs. Uh
032so some key questions that you might ask yourself here or some version of these. um you know first and foremost do I know how my school performed last year on each domain and in each comp uh component? Uh can I identify uh through the tools that are available to me what are our wins? What led to that success and how do we replicate it? Um I want to name uh none of the tools that we uh offer here at tea are going to answer that what led to the success and how do we replicate it. Um but of course we know that occasionally the data we have available to us answers a question. Usually it just leads to better questions. So our hope here is that many of these tools actually prompt like how do
033I zero in and get more and more granular about my own understanding of my data? And of course we need to think about our wins. We also um are always going to be thinking about what are my biggest areas of need. Uh do I know which student groups are on track and which ones need additional support? And then last but certainly not least, do I know do I know where I need to go if I need more support? Um, so I suspect most of you are uh familiar with this tool. Um, but uh, Texaschools.gov is a tremendous tool um, both to really understand your own data uh, and then uh, to link to lots of other tools uh, that can get uh can help you get down to those more granular uh, levels. So uh,
034Texaschools.gov is a great tool to really just start digging into your data. So, when you go to your school profile, you're going to see something uh that looks like this. Uh you're going to see your overall rating from last year. And certainly, that's important to know, but we of course know we're going to have to dig into some additional details uh to get to understand that component um uh domain and component level. So, if you click there on additional details, that's going to get you to uh something that looks a lot like this. And here we can see not just the overall rating for the school but the rating by domain level. So we see domain one um domain 2 again is going to be the reflection of whether domain 2A or 2B was higher
035and then domain three. So I can see that we had a 79 um out of 100 in student achievement, a 75 in school progress, and a seven in closing the gaps. So already I'm using this tool to get a better sense of what uh performance at this school looked like last year. Um and and that can help you really identify your campus's strengths and areas of need. If you click on additional details again, so for this I clicked on additional details under student achievement and closing the gaps. Uh I really wanted to understand uh student achievement was the highest domain. So I want to understand those wins. Uh closing the gaps was our lowest scoring domain. So I also under want to understand where potential gaps lie. And when I click on additional details there,
036then I can start to see this component level performance. Um uh so this uh uh what just popped up is for student achievement. So I can see um very clear wins uh in both CCMR and graduation rate and potentially some areas of opportunity under the star performance. Similarly, when I click on closing the gaps, I can see um academic achievement is a potential area of growth, graduation rate and school quality, uh which is measuring CCMR are um uh wins that I certainly want to dig into deeper to replicate. And then, uh progress to English language proficiency, um isn't exactly where we would want it to be, but shows a lot of promise. So again, I'm using this tool to just really dig into what was my component rating um and uh and how can I
037use this tool to dig deeper and ask more questions. So in order to do that um again within texaschools.gov, anywhere you see this blue button called dig into the data, you can click on that button and it's going to take you to the accountability reports. Uh you can get to the accountability reports in a variety of different ways. Uh, but I really like this blue button. Uh, and it's embedded within an additional tool that we have available. Uh, so within the accountability reports, you can kind of see the banner there that the reports are organized by domain or distinction designation. Uh, and then one thing I didn't know uh uh when I was uh in in school leadership is that uh those buttons on uh the top right um aren't just icons. They're actually really
038buttons. And so if you want to print it out, uh I use an Excel feature all the time. I can then manipulate the data, uh change data, reorganize the order of things. Uh so a tool in of itself, uh and it uh with one click, uh you can kind of get any of those accountability reports uh in in a format that works best for you. So if we think back to the previous slide, um I'm again using this tool to ask better questions about knowing my data. Uh and so if you recall, uh that school had a 70 in, um uh closing the gaps and then received 75% of the points available to them for progress to English language proficiency. So I'm going to then use the accountability reports as a tool to understand more
039about where that 75% came from. Uh and so here's an example of what that can look like. Uh, and so from here I just clicked on closing the gaps and then I scrolled down to the progress in English language proficiency and using this tool then I can really easily see so what was the target how many points earned how many points were available is this something that I was even rated on what was my school's prior year performance what's our current year performance and then what was the number of students assessed so again uh it's great to know uh okay we got a 70 in domain three we got three out of four points essentially uh in uh progress to English language proficiency. But this tool gives me much more insight into um why didn't
040we get four points? How far away were we from getting that um long-term target? Uh and then of course as a leader uh I know many are already at a stage of the game where they're thinking like okay so what are we going to do about it? Who were those kids? Uh and we're going to dig into tools to support that uh level of thinking as well. We also wanted to share an additional tool. So the Texas performance reporting system or TPRS which you can also get to pretty easily through um the accountability tools uh provides even more indepth data. So the accountability tools are going to show uh what was included in the accountability ratings. Uh so for example uh your STAR results are going to be um a uh comprehensive view of STAR
041um which is going to include all of your grade levels that are assessed. In TPRS we can get much more granular about that. Um so in this example you can see here I clicked on star uh and that star performance report is going to provide um uh additional detail including results by grade level and subject. Um how much growth was made in each grade level and subject. Uh what were my results for uh in accelerated instruction again how many kids did we move from does not meet to approaches or above. I can also start to dig into performance for each of my subgroups. Uh and then uh because I'm pretty competitive, then I can start to compare um uh my results to results by the state uh and by the district. One tool embedded within
042TPRS that I did want to make sure uh we called out today is this TPRS glossery. So there's a lot of detail in TPRS. Um and uh this is a pretty user-friendly document uh that can help you um really be very very clear about what question is being answered by the data in TPRS. Uh and so as you're using um the TPRS tools to really support your own planning um and uh strategic planning and goal setting uh that TPRS glossery can really help to be like what does this mean? Is this important? Should I be paying attention to it? So in using those um uh the star performance um I also uh wanted to dig in a little bit deeper. Uh so if I for example I'm really prioritizing growth I can use TPRS to
043get really really clear about uh again which grade levels am I seeing um uh sorry what is the growth that I'm seeing by grade level and what is the growth that I'm seeing by subject. Um, so for example, um, again, we can narrow this down by content, we can narrow it by grade level, uh, and and this can really help you again to answer that question. Do I know what my wins were so I can replicate them? And am I really clear about uh, my gaps as well? Um, so this is an example, the TPRS report to zero in on who did or did not make growth last year if you were really prioritizing um, academic progress this year. Uh so overall we can see at this school um their overall reading growth was much
044stronger than their um overall math growth. Uh there's lots of reasons that that could be and again data is going to prompt better questions not always answer the question but is a starting point for how do we dig in more. We also can look at that growth by grade level then. So, if we compare sixth grade ELA growth to sixth grade math growth, uh we can see that there's a pretty big difference there and and a real win to celebrate in grade six ELA. So, for example, you might be asking yourself like, who is my sixth grade reading teacher and uh or reading teachers uh and and what are they doing that we can replicate across the board? It's also possible that you're thinking like, "Oh man, we had a long-term sub in fifth grade
045the year before and our results in fifth grade and 24 weren't where we needed them to be." Uh, and so, uh, maybe that is accounting for this just tremendously accelerated growth that we're seeing in sixth grade reading. Um, so again, uh, a tool to help you ask better questions. Um, but, uh, I have spent countless hours, as I'm sure many of you had, trying to, uh, do all of this by hand. I just wanted to share the tool that it's there. It's free uh and it's pretty easy to use and manipulate it especially when you get it down into uh that Excel file. The last thing that I really wanted to highlight about TPRS uh is that TPR TPRS can also help you understand other factors that without a doubt impact your accountability rating but
046aren't part of the calculations. So, for example, um you'll be able to see some data around attendance, your staff years of experience, uh and some early child measures of success. Uh and so, while none of those things are uh showing up in your accountability calculations, we know uh that if I'm looking at a school and 100% of their teachers are first year teachers and we all started somewhere, we also know that learning curve is really steep. Um that that school might need some additional supports or resources uh in terms of getting their teachers up to speed. So uh those types of things are also available on TPRS. So we have talked a lot about uh spreadsheets and I know that not everyone is a spreadsheet person uh and so wanted to offer up an alternate
047tool um that is really really really fancy um and I think will also help you in answering those questions of how do I get to know my data. Uh so the accountability analytics tool is a great way to dig in deeper. They're also really really user friendly uh graphics. Uh so again, if you're not just thinking about how do I know my data, but how do I support others in getting to know their data, uh analytics tools is a great place to start. Um so uh the easiest way for me to access this is I go to the school profile. I'm going to click uh at the top right here under tools and report and then select analytics tools. And then that's going to give you a wide range of individual dashboards that allow you
048to filter and explore your data again with really easy to use visuals and charts. Uh and um and you could ask yourself, I mean, potentially an infinite number of questions of like, you know, what if I only look at this student group and this grade level? Analytics tools lets you do that. So it can really be a great tool for digging deeper and deeper and deeper. Um, so here's an example of what this uh star performance uh dashboard looks like within the analytics tools. Uh, and so you can really easily see overall performance, performance over time, uh, performance by student group and by grade. Um, and so, uh, kind of a one-stop shop of any questions you might have about star performance is probably there. I also want to name uh on the top right
049there you can um uh if you select report filters uh you can start to filter these reports to really customize your view. So I only want to know about this particular grade level. I uh I'm an assistant principal that only supports uh mathematics. You could filter only for mathematics results. Uh you could filter for only Spanish test results. Um really again I I'm not sure it's infinite. That might be overselling the tool. I bet there is a limit. uh but a seemingly infinite number of ways that you can kind of cut your data to really understand um uh uh where your students uh were at the end of last year as you are planning uh for this year and years ahead. One thing I do want to note uh so you access this or I
050access this is the easiest way through me through the school profile. when you go on to any of the dashboards, the default is going to be statewide results. Uh and so if you don't filter for anything else, uh please at the very least make sure that you're filtering for your school or your campus or if you want to learn from others, uh an addition, you know, another school or campus. Um but make sure that you um are filtering uh for the correct place because uh it's going to default to statewide results. All right. So now that we know what tools can support us in getting to know our data, uh digging a level deeper into getting to know your data, uh is thinking about how do you get to know your students? Uh and talking
051through what tools does TEA have available to support you in getting to know your students? So again, some questions you might be asking yourself or some variation of these questions. Uh do I know which students are going to be in my accountability subset? Do I know which kids are even going to show up in my accountability results this year? Doesn't mean certainly that we don't pay attention to the other kids, but if we've got to prioritize and make choices, uh, do we know who's included in that accountability subset? Uh, do I know which groups each student is in? Do I know if they're high focused? Do I know if they are um which uh race or ethnicity group they're in? Uh, and then do you know the size of each group? Uh, and then really
052want to highlight are these correct and tied? uh because uh nearly all of that information for star performance is going to be pulled from Tide. Uh do I know which race or ethnicity groups are going to be evaluated in domain three for this school? Uh again, do I know who am I is in my high focus group? Uh do I know each of my students performance last year? And then where do they need to be this year in order to demonstrate academic progress? Do I know who my accelerated testers are? Do I know if they've taken the ACT or SAT? Uh what was their performance? Do they need to retest? Uh, do I know which students have met CCMR indicators? Uh, so, uh, forward thinking a little bit, but do I know which kids who
053are in my building today? Um, am I really clear about what my seniors need? Uh, and is my prior year data correct? Uh, and then do I know where I need to go for more support? So, again, uh, likely lots of other questions you could be asking yourself. Um, I think these are probably some pretty common ones and then want to jump into what are some of the tools that we offer to support you in answering these questions. Um, so knowing who your students are really knowing who's going to count in uh in accountability ratings. Uh, and so um uh this is a um illustration of the accountability subset rule. Uh, and in general, it's going to be any kids who were with you for the October snapshot, which this year was October 31st, uh,
054and then, uh, complete that, uh, testing window, uh, with you, uh, towards the end of the school year. Uh, if you're a school with EOCC's, this is also going to include any of your students who took an EOCC in June of 2025, uh, who are also reported on the 2024 falls enrollment. Uh and so your PE specialist can really support you in getting to know which kids uh were on uh that enrollment roster if you're at a larger school and and can't you know name them offhand with your fingers. Uh but uh definitely lots of tools uh within the PES world to support you with that. Uh and then I'll talk a little bit about a new tool we have that we also think will support with that. Um I do want to name Tide
055is also a tremendous tool. Um uh and most of the data that we're getting from uh um uh for star performance is actually coming from Tide. Uh and so the information that was in your fall submission uh from back in October uh is going to be automatically populated into Tide and then we'll fill in any blank fields. Uh you do have the opportunity to review that. Uh and for Springstar, the deadline for that is May 1st. Uh, so a tool we do want to kind of shout out our teammates over in student assessment for is they have a really comprehensive calendar of events. Uh, and so that can really support you in making sure you're on track to make sure the right kids are tested on the right assessment and they're identified in the correct
056ways. We also have a new tool that we believe is going to be really helpful um uh to support you all in this. Uh, so on March 5th, we're going to be releasing um a new tool called the PE's demographic student listing. Uh, and this student listing is going to include all students that uh were reported as in membership at your school um as of the fall snapshot in grades K through 12. Uh, and then any of the demographic information that uh you reported um again on that P's fall submission. Um, so uh the goal of this tool is to really uh be able to leverage it to make sure that Tide is reflecting accurately um each of your student groups. So, uh, we envision a world in which, uh, the the testing coordinator and
057whoever leads accountability are sitting down side by side and really going kid by kid to make sure that everything that's in TIDE is correct. Uh, so that every single one of your students is counted and counted correctly on your accountability results. Um, just as another uh, as as a plug, uh, we are hosting a webinar on March 26. uh it'll be co-f facilitated between performance reporting and student assessment to really talk about how do you dig into this student listing uh and then how do we envision you can use this to make sure everything is what it needs to be on tide um and of course there might have been changes from the pe submission to tide uh uh to that tide deadline of May 1st um but we really hope that that'll be um
058a time to support you and and really model how we think uh you might be able to use this new tool uh to again make sure that you know who the students are, you know which groups they belong to uh and how those will be reported in your accountability ratings. So one of the questions that I u previewed uh was do I know which groups are going to be evaluated in domain three? So of course it's going to be your all students group and uh likely it'll be your high focus group as well. Uh but if you're not sure if you're uh where your numbers are on that uh again that PE's demographic listing will support you in answering that question. Uh we also wanted to share um a relatively new tool um and and
059appreciate the stakeholders who said, "Hey, can you just make this easier for us to get uh we're happy to do that whenever we can." Uh and so within the accountability reports, if you select closing the gaps, um at the very top, you're actually going to see um uh in in the bolded text there, you can see the groups that were evaluated in 2025 accountability. And then in that italics, you can also see the groups that are to be evaluated in 2026 accountability. So of course in domain three where uh the two um lowest performing race or ethnicity groups from the prior year are being evaluated. Uh and so in this case for this school um those two student groups are African-American students and then students who identify with two or more races. Uh and so
060as you're thinking about how do I really narrow down and prioritize uh this can be a really helpful tool uh to know which student groups are going to be evaluated uh if you're really prioritizing uh domain three or potent uh potentially a particular component within domain 3. The next tool that we wanted to highlight to answer those questions uh is is um do I know where my students performed last year? Uh so within teal so this is um uh confidential student information so is not uh widely available but uh is available for teal users. Uh and we do have student listings. So I wanted to highlight the star growth Aea retest growth and e student listing. Uh we also uh and then you can select do I want star performance? Uh do I want it
061for the whole district if you have access to that? Do I only want to look at reading etc. Um but that's going to give you um a really comprehensive picture of where students performance landed in 2025. Uh and so again if you are thinking I need to know which student group which students need to move from um uh does not meet to approaches uh you can filter that uh it's an Excel file so you can filter it to take a look at who is it did not meet and then also look at that to to kind of uh analyze who was closest uh uh to that approaches level. So, uh, another tool that can be really helpful in getting to know student level data, um, are those student listings that are available to you on
062Teal. And then if you're a high school leader, um, uh, we know that, uh, accelerated testers and knowing who those kiddos are is a critical step in knowing your students. Um, so we also encourage you to take a look at, um, the, um, uh, uh, accelerated student accelerated tester student listing. Um, I had to get that one straight. Uh, so that's going to allow you to see, uh, I've got an example here. Um, if you, it's probably very tiny on your screen, but you can see Katie Dubert uh, just took a lot of algebra 1, uh, as an eighth grader. Um, but, uh, this is, uh, when you have real data with real kids names, you're going to be able to see which students pass an EOC prior to grade nine. Uh, and then it'll
063also let you know if that student has already taken the ACT or SAT. And so for your seniors who are on this listing, um, uh, getting to know your students, uh, we've got to be able to answer that question. Have they already taken SAT or ACT? And then potentially, do they need to retake it? Is a follow-up question to ask yourself based on other data sources. We also wanted to name um that uh, uh, the uh, finals uh, accelerated student listing, accelerated tester student listing uh, will be coming out on March 5th. Uh, and on March 5th, you're actually going to receive two listings. So, you're going to receive, uh, one that is, uh, just your 12th graders. Uh, and then you're going to receive one that includes your 9th through 11th graders. Uh, we've
064received feedback that it's, you know, of course, helpful to know about the 12th graders, but, um, it, you know, it's hard to motivate seniors this time of year. And so, it'd be really great to know who those kids are earlier, uh, especially if they're new to your district. Um uh and so really helpful to know who those kids are earlier so you can not just plan for this year but plan longer term. So thank you again for stakeholders who offered that feedback. Uh and on March 5th you'll have those two student listings. Uh one uh that is your seniors who will be included for 2026 accountability results and then um other students within your school community um who uh are not as urgent uh in terms of needing to meet uh in in needing to
065take the SAT or ACT. certainly students that you want to keep an eye on. And then another tremendous tool um for our high school leaders uh is the CCMR tracker. So the CCMR tracker part one is going to be available in early April. Uh and some pretty big upgrades are being made uh to this tool. So, I think it was uh likely always a helpful tool uh and is really going to be tremendous now uh in thinking about do I know uh where my students are tracking uh for CCMR uh and what are the potential gaps that we're seeing. Uh so again, the CCMR tracker is going to be in teal only. Uh of course, it's confidential student information. Um but it's going to allow you to really quickly see uh uh all of your
066students and then which CCMR indicators your students have met. uh and that's going to include grades nine um uh grades nine and up. Uh we also this year this tool is going to include a really indepth look into IBC's. Uh and so we of course know that in order to meet the CCMR requirements for an industrybased certification, the student has to earn the actual certification. Uh and then they also need to be a completer in an aligned program of study. And so you'll be able to manipulate your CCMR tracker uh to be able to see who are my kids who uh earned an IBC but are not yet completers or who are my kids who are completers but haven't taken the IBC or who are kids who have a certification and um uh are completer
067status but they're not aligned. Uh and so hope this really helps you uh as you're thinking about student schedules for next year. um all of the different things that need to come into place when you're thinking about uh career and technical education uh and are excited about this tool. Uh we also are going to be providing a webinar on that a little bit closer to the date. Uh so again, we're happy to be a tool when it's helpful to you. Uh and then we'll also be providing some individualized office hours. Uh so if you wanted to spend some more time so definitely keep an eye out u for those additional tools that'll be coming soon. Uh we also just wanted to highlight the academic accountability data sources guide. If you are responsible um for the
068CCMR tracker or the CCMR verifier, uh this is a really helpful tool to uh really support your understanding of uh which PES reports should I be looking at, which uh indicators matter, uh how do we correctly uh get all of this data submitted, which is uh frankly like a herculean task. Uh so hats off to all of you that are doing that day in and day out. Um but we hope that's a tool uh and that has been upgraded this year to not only just reflect our current school year. Um but as we know there are some changes coming forward with the um uh PE's submission um uh uh what is included in which PE submission um that is also uh reflected there as well. Uh and we'll also be hosting webinars uh for both
069the um uh summer submission and extended year submission uh to really support your understanding of how uh accountability plays out in those PE submissions. Uh so there again is a sampling of tools that we have available to really get to know uh your students. Uh and so now we're going to transition to um what are some tools that we have available to help you set goals. Um, so as you're thinking about this, and again, many of you are probably uh in February uh approaching March are uh we've got our year-long targets. And so you can even think of this of, you know, where did I think we would be as we close out third quarter? Where do we need to be as we look towards fourth grade uh fourth quarter? Um, but you're probably asking
070yourself, am I really clear on which data points need to know my uh the uh impact on my accountability if my goals are met? Are my goals both ambitious and feasible? Uh, and then do I have a clear plan in place for the essential actions that'll lead to achieving our success? Um, so I uh I am not one to reinvent the wheel. I want to give uh just tremendous shoutouts uh to the teams that have worked on the effective schools framework and all of the incredible resources that are embedded there. Uh and and uh um if you're not currently using these to sort of set goals and monitor progress. Um these can really help you think about um uh what what effective goal setting is, which is all about prioritization. Um because we can't do
071everything, right? Uh and so if you're setting a growth target at this year uh at this time of year, you might be narrowing that down to a content or a particular grade level or a particular student group. Uh and the effective schools framework uh has just a myriad of resources embedded within their tools uh to help you go through that strategic thinking process. So when you're thinking about setting tools, um I do just want to highlight that really understanding how cut point work, how cut points work, uh is a critical step in setting your accountability goals. So for example, if you say we want an A in CCMR, uh and you're a high school leader, um you need to be really clear about what that means. Uh and that means that 80 88% of your
072graduates must achieve at least one CCMR indicator. uh for 20 uh probably we're looking at 2027 for a CCMR goal. Um similarly, we've been talking about a hypothetical goal around um domain 2A. Uh and and so if I'm an elementary school leader, really tangibly, that means that 80 um I I need to earn 80 growth that uh uh uh between students who are staying, students that are growing and my accelerated testers, I need to earn 80 points uh or um uh in order to ensure that I'm meeting that a goal within domain 2A. Uh and so as you're setting goals, we really encourage you to use two tools. Uh so uh these are all embedded in the accountability system manual. If you want to kind of skip ahead, go to appendix I. That's going to
073be your kind of like quickest way to find information about cut scores and scaling resources. Uh and then we also have a scaling tool um which you can use to sort of think about um uh you know if my interim assessment was the star test, where would we have landed and what would that mean within domain 1A? Another really helpful tool um that I think is just like the chef's kiss tool for this time of year uh is the A throughF estimator. Uh and so the A throughF estimator is going to have pre-populated results for your school community from the prior year and is programmed for accountability calculations. Uh so if I think back to the amount of time that I spent with like scratch paper and a whiteboard with assistant principles trying to like
074do the math um we could have saved ourselves a lot of time uh using the A throughF estimator. Uh so each of the data fields can be adjusted allowing you to see which data points need to move and by how much. So this can absolutely support you in goal setting. It actually can also support you in progress monitoring. Um, I know many of you are preparing for um, uh, as we kind of reach spring break and moving into fourth quarter, many schools are likely preparing for interim assessments. Uh, and so, uh, this can be a great tool to say, you know, again, if the star test was today, what would have been my results here? Um, so, uh, we also just want to highlight an additional or add-on tool. So, the A, uh, the AEA
075or alternative education accountability A throughF estimator has the same capacity. Um but we do know uh of course there are some different um methodologies for our AEA campuses. Uh so if you are within AEA, please make sure you go to that tool uh to to get the most accurate um uh picture of where things stand. Uh and then again using this tool to set goals. Uh so you can kind of play around with this once you dig into this. Um but uh for this school what I did is I just changed the percent of uh star performance approaches. So in 2025 this school had a 70. I moved up to 783. Then I clicked recalculate new values up there at the top and lo and behold, this school moved from a C to a B.
076Uh, and so that can really help get really narrow focus about setting your goals. Um, you know, moving from a C to a B is no easy feat. I also don't want to undercut moving, you know, 3% additional more kids into approaches is a lot of work. Um uh but uh setting those kind of interim goals uh and the next year you can be thinking about a higher B and the next year you can be thinking about an A. Um but really getting those bite-sized goals and the ETH ref estimator tool is a really tremendous tool in helping you do that. Our last section that we want to talk about is how do we monitor progress? Uh and so here at the agency we don't yet have formative assessments. uh and formative assessments without a
077doubt every piece of research says this uh is really the best way um to monitor your progress uh as you set goals uh and and are tracking your progress along the way. What we can offer is that many of the tools that we talked through today can help you to be more strategic uh in how you think about your um formative data through an accountability lens. Um, so, uh, how can you use the temp to tools we've talked about today to pro, uh, monitor your progress to achievement goals? How can you use the tools, uh, uh, to support individual student progress and know who those students are? Uh, and then how can you use the tools we've talked through today for an analysis of student group performance? Um, and so again, you might be thinking
078about how do we ensure that our PLC's include an accountability lens. Does everyone in my building know which students need to move and by how much? Um, is my data prioritized and I able to really easily filter by individual student groups? Um, we know there are lots of really critical deadlines. We talked about, you know, May 1 tide has to be ready, ready, ready to go. Uh, and so, uh, do we have planned stepbacks that we're holding the time and the space for those things that might not feel urgent, but are really important when it comes to our accountability ratings? Uh, do we have those on our calendar? Do I have the right people at the table? Um, and then do we have the systems in place to make sure those deadlines are met? Uh,
079and then again for our high school leaders, do you know where your retesters are tracking? Of course, your your retesters matter a lot. Uh, and so do you know where they're kind of trending because again that June from last year and your um uh fall and December uh star EOC re retests um are also factored into your accountability calculations for 2026. So, a new tool that we have available is a performance reporting calendar of events. And this can really help you plan out your year. Um, uh, you can download it in Excel, in PDF, or you can download it in an ISC file, which is going to go straight to your Outlook calendar. Uh, and so this can really, this tool can really support you in in those stepbacks or those really critical deadlines that
080you don't want to miss. Um uh and then just want to name much of this is updated as data sort of comes to us and so we're committed to update this on the second Friday of each month. Uh it was just updated last week. Uh and so you might see things like early April. Uh in a couple weeks here we'll be able to give you a firm date. Cambium is also a tremendous resource uh especially for our high school leaders. Uh so the results are already available for the June 25 and December star EOC administrations. Uh both of those again are reflected in your 2026 accountability. Uh and so this tool can really help you in knowing which courses are on track, which of your kids need to retest uh and what are your highest
081areas of needs. Uh or did the kid pass and you can move them uh to something that might be uh a little bit more fun than after school tutoring. Uh and uh you know really allow you to set those goals and make those strategic moves. So, as we close out, uh this was one of my favorite graphics to use. A goal, uh without a plan is just a wish. So, of course, everyone wants an A-rated school. Uh and we have really clear data that when schools are really strategic and use the right tools and follow a process somewhat similar to this, um that they are going to be able to uh reach those goals. Uh if any of the tools uh today you're like, hey, it would be so much better if you did this,
082please let us know. So linked in your slide deck is a suggested enhancement to performance reporting products and processes. We are making updates all the time. So uh you can see there many updates that have already been made uh this school year based on the feedback we've received from stakeholders. Uh and so if you uh have an idea of how we make an existing tool better or you have this dream of like if someone would just make this my life would be so much easier. Please let us know. We look at it. We review each of them. uh we might call you uh we'd email you first of course but uh for uh some additional information or to say like hey we tried it is this what you meant um but we really want to
083make sure that uh we are providing the tools that you need uh so please help us help you and communicate with what those are so grateful that you took some time out of your morning to join us today uh and really hope that you left with uh some new tools in your tool belt or a new understanding of how a tool might be used to really achieve the success that you want. Um, we would greatly appreciate you taking this quick survey. It's three questions, not a big lift. Um, but as we build out more and more training opportunities. Um, I read through each of these and really support you. Uh, I really appreciate your support in my own professional development. Uh, and then don't forget, um, we will be, um, hosting an additional webinar on
084March 26th, uh, teaming up with our friends over in student assessment to talk about that PE's demographic listing. So, we appreciate you being here today. Appreciate you taking the time out and look forward to seeing you soon uh after a welldeserved spring break. Thank you so much for your time.