001being uh recorded. We will be posting this for stakeholders um uh maybe some of your friends that weren't able to join. So uh this webinar will also be recorded and uh posted very quickly um as well as the link to today's session. Uh so here's our agenda for today. Again, we're going to be taking a look at just an accountability overview and where PES fits into that. Um, we'll be digging into what data is collected as it relates to accountability during the fall snapshot, some best practices for reviewing reports. Uh, we'll then do uh kind of a double click into CCMR and grad rate data uh before we transition to some of the shifts um that are coming to uh PE's submission timelines as well as some shifts as a result of House Bill 8.
002Um so uh many of you are probably very familiar uh with this graphic or a similar one. Um so the accountability system within Texas the A throughF system uh consists of domain uh three domains. So domain one is our student achievement domain where we really measure to what extent um students are both mastering grade level material uh and are prepared for college career uh military and post-secary success. um as well as uh our students graduating. Um domain two is our school progress domain where we look at both individual student growth um as well as relative performance. And then domain three of course is our closing the gaps domain. Uh when it comes to final ratings uh your campus will receive ratings in domains one, domain 2A, 2B, and domain 3. Um and then the best
003of domain one or two accounts for 70% of your overall rating. And then domain three AC of course accounts for 30% of your overall rating. Here's a little bit of a double click into um some of the components um that are underneath each of these domains. So in domain one we're looking at STAR achievement data um CCMR or college career military readiness and then um the grad rate. And in domain one we're looking at the best of your four, five or sixyear grad rate. In domain two, um, in domain 2 A, we're looking at STAR growth. So, how much individual students have grown year uh from end ofear assessment to end of year assessment. And then in domain 2B, we're looking at uh the um relative uh uh performance uh so how uh your achievement
004compares to other campuses with a similar economically disadvantaged profile. And then in domain three, we have a whole host of things that we're looking at. um star achievement, star growth, uh the grad rate, um student success, school quality, and then of course progress in English language proficiency, which is measured through the TEP pass. And then we also just want to name uh that within domains one and two, we are looking at um all students. Uh so we'll talk more about this, but all students that were enrolled in your school as of the fall snapshot date. And then in domain three, we're really looking at um more individualized groups of students. So, of course, the all student group uh is still reflected in your domain three results. Um but we are also looking at the two
005lowest performing racial or ethnic groups from the previous year as well as your um high focus group which includes students who are economically disadvantaged students um uh with disabilities, your English language learners um as well as your um uh students who are highly mobile which includes homeless foster and migrant students. So uh that is accountability in about 25 seconds. Um but our focus for today is really uh the data and specifically the PE's data that feeds into the system in order to produce those results. So we do have a wide range of data sources that are used to calculate um the accountability ratings. And so on the bottom of the screen you can see that there are a number of data sources not related to PS um including uh we get data from uh the
006college board, we get uh data from uh THCB, we get data from the department of defense and so all of those are reflected in your accountability ratings. We also um uh or the two big ones um uh that most of the data is coming from um are the test information distribution engine or tide and then of course uh tsds ps. So, our focus for today again is really digging into this PE's data, but we uh we would be remiss not to mention that all of these other data sources also need to be accurate um in order for your accountability rating to reflect what you expect it to reflect. Um and so, uh we also uh with kind of a double click into Tide because Tide is a major source of data um within the accountability
007system uh for anything STAR related. Um, so we know if you are in a smaller um district or a smaller ISD um that uh this might this might be your job too. Uh and then if you're in a little bit of a larger system uh this might be managed by your testing coordinator. Um so again anything STAR related is coming from TIDE. And so we just always want to call out that what's in TIDE needs to match what's in teams at the individual student data level uh to ensure those accountability ratings uh reflect what uh you expect them to reflect uh based on the own on the data that you have collected uh and what you know about the kids who are in your buildings every day. Um we also just want to name that
008if any of the language that we're using today or if you're like oh I need to go back into this and really study it. Um we do have a number of embedded resources within the accountability system manual uh to be used at your disposal. So um the first uh we want to call out is um appendix D which is the accountability glossery. And so if we say something today um that doesn't quite make sense, of course put it in um the Q&A. We're happy to answer that live. Um, and we also want to make sure that you have um, uh, you know, uh, the ability to go back and and reference things, uh, as you get ready for the, um, summer submission or the extended year submission. Um, so we do want to name that
009appendix D is a great resource. Um, and and one thing you can always do is, uh, you know, kind of the control F if you're like, where does PE show up? Um, it'll be highlighted. it'll show you exactly um where that is uh where PEMS is showing up within um accountability systems um and uh and then again really uh more clearly defining um a lot of the terms that we'll be using today. So here is um digging in a little bit um to exactly where does the data that you submit in your fall submission uh where does that show up in accountability? Um and so another resource uh two additional resources we just wanted to share. So for appendix H um was upgraded for this year's accountability system manual. Um and so it has a
010really high level of detail available to you. Um that includes uh you know the elements that you need to be uh um that need to be accurate, the reports that you can run uh to ensure that those elements are reflected accurately in your submission. Um and Jamie will be talking a lot about those reports today and how you can use those reports um to make any changes that you need to make um before that uh resubmission closes um on the 15th. We also in performance reporting have put together uh an additional resource. This is live. It has been live um oh I I think it went up in like late July, early August. Um, but this is the accountability data sources um specific um towards the PE's fall submission and this is really focused on
011CCMR. So if um uh if all of the other resources don't answer your question, this is kind of a one-stop shop as it relates to CCMR data. And so we just want to make sure that um you guys have access to this. Um I'm hoping um we will make sure that these are all dropped to you as well. Um but want to make sure that you all have access to these uh as you are um preparing for that fall resubmission uh uh date that is coming up very quickly. All right. So um fall snapshot data in accountability uh calculations and we're going to start really big and then zoom in a little bit. Um so the first thing that needs to be right um in terms of your accountability being right is uh we need
012to know who is enrolled at your school uh and we need to know uh what grades those students are enrolled in. And this matters for a couple of reasons. Three big reasons that I would name. Uh the first is the accountability subset rule. The second is uh the way that we um do district ratings is a proportional weight based on your campus population size. Uh and then the last is your school type. So, the accountability subset rule um what this means is that students who were enrolled in your campus as of October 31st are going to be the students um who uh um uh their scores are counted in your accountability rating calculations. Um, and so it needs to be accurate to ensure that uh, you know, if little Katie enrolled on October 30th, um,
013we want to make sure that, uh, that is accurately reflected as part of our fall snapshot data. I was there before October 31st. Um, and I need to be accurately counted in your submission to ensure that my star scores um, are counting uh, when when accountability calculations come out. Um the one uh uh caveat to that of course is for our high school students um who uh took the EOCC in June um their accountability subset rule would actually be applied as of the October uh 2024 snapshot um because that June is still considered part of um the the previous school year even though um their results from the June EOC will count towards 2026 accountability for proportional waiting within district rating. ings. Um, of course, each school within a district has a weight based on
014the percent of students um, uh, within the district population that attend that school. Um, so if there is a school that has 300 students and a school that has 100 students, um, uh, that school with 300 students is weighted more heavily because they have more students enrolled uh, when those district proportional rollups come up. And so you want to make sure that your um campus enrollment data is accurate um and so your proportional weight within the district methodology is also correct. The last thing that we want to call out um on this slide is ensuring uh that um uh your uh grades that students are enrolled in are accurately reflected. And the reason this matters is because we take a look at um the grades uh that you have enrolled to determine um which uh
015uh school type you will be um which methodology will use depending on your school type for your accountability rating. So, for example, if you inadvertently um uh if you're an elementary school leader and you inadvertently coded um all of your second graders as 12th graders, uh we then would go looking for CCMR data because you have 12th graders in your high school. Um and that probably is not what you would want to happen as an elementary school leader. And so making sure that um the kids that were enrolled as of October 31st is correct, the number of students that are enrolled is correct, and then which grades they're enrolled in is also correct. All three of these things are really important to ensure that kind of the the baseline systems uh that contribute to your
016accountability calculations are correct. We also just want to name um that uh within TIDE again we're really pulling that student level data um uh uh as it relates to STAR results from TIDE. And so it's critical that once that window opens up um that the first name, the last name, and the PE's ID um between uh the PE submission and TIDE are uh exactly the same. Uh so that we know who that student is. We know that that student was enrolled with you as of October 31st, 2025. And uh we know what that student's um final results were on their STAR assessment. We also in this fall submission want to ensure um that the um economically disadvantaged status for each student is accurate. Um and within accountability calculations we pull that from the fall snapshot
017for the purposes of domain 2B or the relative performance. And so within relative performance, we take a look at the achievement um of your campus and then that is compared relatively to other campuses with a similar economically disadvantaged profile. And so we do want to make sure that this is accurate in order to um make sure that uh when your 2B rating um is calculated that um we have an accurate um economically disadvantage rate for your campus. Um, of course, because that um, uh, star related student level data is pulled from Tide again, we want to make sure that those systems are exactly matched because if we um, to determine whether or not a student is part of the high focus group within domain um, three, we're actually pulling that data from TIE. So again,
018today is really focused on PES, but we do want to name um that of course these data systems need to match uh in order to make sure that your accountability rating um is uh accurate and really reflects what you expect it to reflect. There is just a note there as well. Um uh we know sometimes uh gathering the um uh documentation that you need um from from parents um or from guardians um uh can be uh uh a a longer process. And so just want to name for those students that were enrolled as of October 31st, you do have until January 15th um in order uh to update uh an individual student's economically disadvantaged uh status uh once you kind of get the proper docu uh documentation that you need. And one thing we just
019want to name uh is that we cannot see what is in your student information system. So it doesn't matter which SIS you are using, we cannot see what's in there. And so it's really critical and Jamie's about to jump into um uh you know how you do this, but our first kind of segment is thinking about who is enrolled, what grades are they enrolled, what is their economically disadvantaged status. We can't see what is in your SIS. And so it's really important that you ensure and run these reports to make sure that what's in your SIS and and your data systems at the at the local level are matching what we are seeing in PS. Uh and that's ultimately your responsibility. Um but we're really excited to be here alongside you today to ensure that
020um we are uh supporting you and making sure that like what you have and what you uh what we have are an exact match. Um, and so the reports that we're about to jump into, um, that Jamie's going to walk through, uh, we do encourage you between now and January 15th, um, to schedule a time, get everybody at the table, um, with your PEMS uh, uh, leaders, your CCMR leads, your accountability leads, and any district leaders. Uh and we know in a very small district that might be one person, that might be two people, but whoever is at the table, we encourage everybody to get together and ensure that every report is run um to ensure that the records you have in your SIS um are an exact match uh to what is in your
021PE submission. Um again uh uh so you are um getting the credit and getting um an accurate rating um based on your accurate data submission. Um, so only you can prevent inaccurate data submissions. Uh, but you do not have to do it alone. So we are here to support you. At the end of our time together today, we're also going to be sharing others um, uh, at your ESC's who can support as well. Uh, and then Jamie uh, is a tremendous resource and is going to jump in today about how can you run this report? What reports do you need to run uh, to ensure that that um, submission is correct? And again, first off, we're focused on who is enrolled, what grades are they enrolled in, and what is their economically disadvantaged status. Uh,
022so Jamie, I will pass it over to you. >> Awesome. Thank you. Um, yes. So, I've always considered that PES is a group effort. Um, and so what we want to do through these next few slides is really encourage, um, those of you that might not be on the PE side, um, and those of you that are on the PE side, um, encourage you to run these reports for your accountability folks. Um, we have been trying very hard to, um, kind of get everybody on the same team so that we can make sure that the data is looked at by more eyes. Um, obviously the PES people are amazing. um and they are going to be the first line of defense. However, um they're not the owners of the data. They are the runners of
023the data and they are the ones that are ensuring what goes from your SIS gets into your um gets into TSDS. Um and so the first report that I love to talk about is um is actually my favorite report that's ever been in existence. Um and it's the TSDS PES disagregation report. So this almost gives you a snapshot of what your district looked like on the PES um snapshot date. Um this can be run by campus. It can be run for the entire LEA. Um this gives you your enrollment, gives you important program information. Down in the first page on the bottom um left hand side, it talks about your economic disadvantage. This is a great report to run and look at and just ensure that if you expected to have students in 12th grade
024that you have students enrolled and listed in 12th grade. Things can happen as your data flows from your SIS into TSDS. This is the second year that the data is coming in through API. And while you would assume that the data comes right over, gets into TSDS um and would look exactly the same, there are certain things that can happen as that data is flowing over. On the next slide is just the second page um of this report. Um and it gives you a few more of that program level information um for that disagregation report. So, if you have never seen this report before, I highly encourage you go ask someone to run it for you so you can take a look at it and kind of get to know what your district looks like.
025Um, it's just a great um snapshot into what you guys look like as of the Pumsfall submission. So, on the next slide is going to be our new report um that was developed and came into life last year. Um this shows a percent of change from the prior year for certain demographics. Um what is important about these demographics, characteristics, and programs is these are all things that are used by accountability. So it's really important to take a look at these and make sure that you reported all of your kids. Um, we've been going through the quality assurance from the PEM submission one data, um, getting ready for resubmission and I've seen a few districts that maybe last year reported a thousand kids in a certain program and this year have one kid and so this
026report's really going to bring that to life and show you that information. Um, I do want to take a moment and just let you know that this report is not located with the standard reports. Gotten a lot of emails saying, "I don't have access to this report." You probably do. You just need to go down a little bit further under the special reports and then district level QA. That's where it's going to be and um, you're going to be able to find that report. And I believe on the next slide that I'm going to pass it back over to Katie and you're going to take us through a couple and then I will be back in to review some of the reports. >> Yep. Oh, excuse me. Yes, absolutely. Um and I love that themes
027are are the runners of the data. Um and again just really emphasizing all of us need to have um insight into uh into accountability and into PES. I will never be an expert at running uh PE's reports. Um but I've learned so much and I'm so grateful um to my teammates here uh of okay like help me really orient myself um in order to understand what's changing, what's the same um and and really make sure uh that everything is accurate. Um so we are going to dive in uh to uh CCMR or college career and military readiness as well as graduation rates. um because um uh we know that um uh the complexity of these data submissions can get really sticky and wanted to really call these out um to ensure uh that you are
028really clear of you know when I get a PE's report what am I looking at um or if I'm running the the PES report um what are other people looking for and how can we really get on the same page so let's spend some time here so we are going to jump back into this very very highle overview view of the accountability um framework. So domain one again is student achievement. Um and within domain one um CCMR accounts for 40% of the domain one ratings. So it is a big chunk of your domain one rating. Um if you are a high school or a K12 that had a graduating class um in the previous year within domain 2, CCMR also shows up. So the scaled scores for STAR um performance and CCMR are averaged and
029then again um you know put into a relative um uh framework based on uh economically disadvantaged uh status. So all of these data pieces again are working together. And then within domain three um 30% of domain 3 is coming from uh uh CCMR uh again for your all students group, your two lowest performing race and ethnicity groups from last year. Um and then the high focus group as well. So for the fall um submission um there are uh four specific indicators that tie directly into CCMR um uh and ultimately will impact your CCMR rating. So those four that are collected during the fall submission um are the industry certification, associate degrees, the IEP workforce and readiness graduates, and then the special education graduates with advanced diploma plans. And so those are the four we're really
030going to be digging into today. Um again, many CCMR indicators are not collected through PES. So an example of that would be SAT, ACT or TSIA scores. Um and so um while those cannot be verified using a PES report, um those can be checked during the CCMR um verifier and then you're able to submit documentation to correct any inaccuracies or things that look off. Um and that's anticipated in miday. So, uh, more coming on, um, uh, CCMR, um, uh, verifier window much later in the spring. Um, but did want to name that these four that are on the top are really focused, uh, are are really the focus of the PE's fall submission. Um, but that CCMR has many indicators. The data come from many sources. Uh, and want to make sure that you've got
031the systems in place at your campus and district levels to ensure that all of those are accurate. Um and then of course we know that there are many ties between CCMR and grad rate but that grad rate also stands alone. Um so within domain one the graduation rate um accounts for 20% of your uh domain one uh calculations if again if you're a high school or a K12 that had a graduating class last year. Um and in domain one we are looking at the best of year four, five or sixyear graduation rates. Uh domain two does not reflect the graduation rate. Um but domain three does. Um again it's for their those four groups. The um all students group, the two lowest performing race and ethnicity groups from last year and the high focus group.
032And there the um uh graduation rate accounts for 10% of your domain 3 score. Um and within domain three we are just looking at the four-year graduation rate. And then we just really wanted to illustrate the very clear relationship between um you know uh accuracy. So grad rate stands alone and grad rate is also critical um to ensure it's accurate when we are looking at CCMR calculations. So in both domains one and three an inaccurate graduation rate submission will yield an inaccurate CCMR rate. Uh so in domain one we take the number of graduates who achieved at least one CCMR indicator and then we divide that by the number of annual graduates. So that graduation rate needs to be correct. And then in domain three we take a look at the number of annual graduates
033um over the number of students in the class um which includes graduates continuers dropouts um uh so a wider group of students but again those graduates are counted in the denominator of the CCMR calculations within domain 3. So um lots of those four big indicators we know um uh many students are achieving CCMR through one of those indicators if not a couple of them. And so I'm going to pass it back over to Jamie uh to take a look at um how do we double check, triple check, quadruple check that those things are correct. Um so if you are at a high school that your CCMR um calculations are also accurate. Awesome. So I'm just going to go through four reports um that I would personally use in the PE's false submission to make sure
034that the data that we are reporting for accountability is reported for one and then reported accurately. There's been a lot of questions in the chat as we've been going through about how do I run these reports? How do I find these reports? Um and if you are an LEA and you've not run these reports before, um please get in touch with your ESC. I know they can help you get access to the reports if you're meant to have access or direct you to who in your LEA can get you those reports. If you are an ESC, um please um work with the ESC PES department if you're with accountability and they can help you get you set up. Um, so it's really important that um, we kind of all work together because these are out
035in TSDS PES and are pretty easy to run once somebody shows you where to go for them. So this first report right here um, is going to provide the graduates by their graduation type. Um, you would never imagine how many districts have reached out and found that they reported no graduates. um it can happen. And so this is a really important report to look at and check and make sure one that you have graduates reported and two um that they have the appropriate graduation or diploma type with that. Um so you're going to be looking for those pieces within this report. Um but first and foremost, you need to have some names on this report before you can even um get going with it. So, as we shift into the next slide, we're getting to
036a little more detailed information about the graduate. Um, so this report right here is going to give us the foundation high school program graduate information. The first thing that I always looked at is to check and make sure the students that I expected to have completed an endorsement are reported with their endorsement here. So, there's going to be those columns. You want to make sure that if I expected Johnny to have a um arts and humanities endorsement that it is listed. You will see some columns for postsecary certification on there. Um but honestly I kind of ignore those because in a couple slides I'm going to show you a report that's all about those postsecary certifications. It's important to look at it, see that you have these things listed, but I like to get into
037the actual report um that's providing me that information. And so this one right here, I'm using it. I'm looking at it. I'm making sure all the appropriate endorsements are reported and then making fixes. We still have time to get things fixed. It is not final. And so I highly encourage take a look at it and see what can still be um fixed. On the next slide goes into my third report that I like to look at. And this one here I'm focused on the column about the earned and associate degree. So but I want to caution you all. These are going to be earned associate degree from June 1st through August 31st. It's not going to be all of your students that earned an associate degree throughout the entire past school year. So, this is
038going to be our summer months. So, what I want to encourage you all and what I have put on this slide is that there is a summer report. It's the PDM312010. It's listed here on this slide, which is going to show us those students who earned an associate degree during the 2425 school year. Combine these two reports together, and you should see who all has earned an associate degree. And I know the next thing that's coming into your head is what if I run that summer and I've noticed that I'm missing some kids. And in a few slides, we're going to talk a little bit about that. But I want to get everyone in the habit of knowing that I need to look at these reports and it's really important that I am comparing and
039making sure that all of my kids are going to be listed. On the last slide is that IBC report that is really important to run. And the the most important piece on this is going to be that column that says postsecert lice result. What that is doing is that is giving us the result of that IBC. I have seen more data corrections than I care to admit for LEAs that have reported all students with the O2 in that column. The O2 is telling TEA, hey, this student passed the IBC exam, but this IBC has other conditions like a background check, fingerprinting before they can actually earn that IBC. So, we have some IBC's that it's a test only. Great. You're going to do an 01 IBC earned. And you have some that require a test
040and then fingerprinting. And so if they haven't gotten that fingerprinting, you could initially report that student with the O2 saying we passed the test, but we've got some other stuff we've got to deal with. The key is when they earn it, when they do that second step that you need to make sure that it is reported again with that IBC earned. IBC earned is what is used in accountability. And so it's really important. We've gotten so many where they put that O2 for everybody and they have to go in and make that data correction um to switch it to the 01 so that they can actually get that CCMR. Um and so as we've kind of talked a little bit about this um I'm going to pass it back over to Katie I believe um
041to do some slides and and then I'll be back to talk a little bit more with you guys. Perfect. Um, and I meant to I was I just popped into the Q&A while Jamie was uh chatting and I meant to name this. We're going to share this deck um at the uh conclusion of our time together today. So, you'll leave with it. Um, we'll also post it uh today on performance reporting resources and then it'll be in our bulletin as well. Uh, so uh you will not leave today without it, but we also know sometimes the deck that you get in a Zoom chat goes missing. Uh, and so we'll make sure uh that it is shared uh in other ways as well. Um so Jamie just talked about um uh the importance of IBC
042earned uh and we get a lot of questions about um uh how IBC's work in CCMR um and and so wanted to just take a a moment and then also make sure that you all were aware of a fairly new resource we're really excited about that came directly um from stakeholder feedback um uh related to uh just the complexity and all of the pieces that need to be right? Uh in order to uh for a student to earn CCMR through an IBC or an industrybased certification. Um so again in the fall submission we're looking at that actual industry certification submission. Um but what the the data file that we look at for accountability rating is actually looking at four different things. So first the student needs to be a graduate. So that graduation status needs
043to be correct. Um their CTE status also needs to be correct. And so that's coming from all of the courses that that student has taken um through their uh high school journey um or potentially even earlier depending on the program of study. We also need to ensure that they earned an IBC and that the IBC they earned um is through a program of study that is aligned to their CTE status. And so there's a lot of different pieces, some of which um are in the fall submission, some of which that aren't, that all come together in order to um determine whether or not that student um is earning uh college career and military readiness credit. And so this is an example of how um uh we uh you can think through it, how we encourage
044you to think through it um as you start to gear up um for uh we know many eleas um uh are making uh uh CCMR predictions based on the class of 2025. And so again, while only that certification is submitted in the fall, the CTE status must be correct and aligned in within the program of study for CCMR to be earned. Um, so the first question to ask yourself, uh, which you can do with a false submission, um, is, did this student earn an IBC? And we want to make sure that it's not passed, but they earned that IBC with that report that Jamie just showed us. Um, the next thing we wanted to take a look at is did the student earn a CTE status of completer or concentrator, depending on which class you're
045talking about, but um, for future forward accountability, did they earn a completer status within any program of study? And then lastly, um, do any of the IBC's aligned program of study match the program of study with a CTE status of completer? And the answer to all three of those need to be yes in order for a student um to earn CCMR uh for an industrybased certification. So again, we'll make sure you have access. Uh this is just one example. Um, you know, there's a a large range of IBC's that students can earn and and we know many of you are really excited about the offerings and programs of study um that you uh have for your students, but again, the student needs to earn an IVC. Um, they need to be a concentrator or a
046completer depending on which class of students you're talking about or which uh year of annual graduates. uh and then the program of study for the IBC and the program of study um for that CTE status must match in order for the IBC to be earned um for uh CCMR credit. So uh let's say you are running all of these reports. You've got your uh accountability team together. You've got your high school leaders together. You've got your test coordinator just for good measure. Um you've got 10 people sitting at the table. you're running all these reports and then we find an error. Uh that's okay. The false submission uh resubmission window is not closed yet. Um so Jamie, I'm going to pass it back over to you to talk about if you do find an error
047while you're running these reports. What do you do next? >> Awesome. Ah, sorry. My everything's um kind of flipping a little bit here over here. Um, so first off, um, it is not too late to make corrections for your PES fall resubmission. So resubmission due date is January 15th. Please go in, get these reports today. If you are struggling finding the report or getting the report run, talk to some people at your ESC or your LEA to see if you can get some help with that. Um, and then also you can submit a TIMS ticket um, if you are struggling to get a report to run. Um, so if you're not the PES coordinator, um, or you don't have the ability to run your own reports, um, find your PES coordinator in your district, bring
048them a piece of chocolate and a list of some reports and tell them, "Hey, I want to join forces with you and look at the data with you." because I really feel like the more people the more eyes on it, the more um that you can find mistakes and make corrections. Um the key right there is going to be the chocolate piece of it cuz most of your PEMS coordinators right now are running on chocolate and caffeine. Um but you don't just want to look at the PES fall submission reports. Um, like I mentioned, the associate degree and I failed to mention it for the IBC report that is run in the fall is only going to be for a subset of data. It's going to be your June 1 to August 31st associate degrees
049earned and IBC's. There is a matching report in PE summer submission that you will want to have run so you can check for those other kids. It's really important that you are pulling both of those pieces together um if you find errors um in the summer submission because you're going to be looking at those reports. Um I believe this is the perfect segue into Katie starting to talk about our House Bill 8 updates. >> Yep, absolutely. Um so uh coming out of House Bill 8 um as as uh and so if you find an error uh and it's from your fall submission uh you know correct it before the resubmission that's great uh and then at times you may find an error that goes back a little bit further. Um and as many as you
050know um uh there uh in the past there if there was an error related to CCMR and it came through uh the CCMR verifier and was a nonpsreated error um that could be corrected. So for example um there was not a record of a student's SAT score. You could resubmit that SAT score. It would be reflected in your final CCMR um accountability calculations. Um but up until now um PE's data from prior year that impacted CCMR could not be corrected. Um, we do want to name that beginning with 2026 accountability, um, House Bill 8, um, uh, which was signed back in September has shifted that, um, and so now ELEAs are able to correct prior year, um, PES errors, uh, through a working submission. And this is really specific to prior year PES errors related
051to um, CCMR um, uh, accountability uh, indicators. Um so there are many many more details forthcoming uh in the coming months. So we do want to assure you more details will be coming. Um however if you know um you know we had an error with our associates degrees uh that were you know reported uh in the uh extended year if there's uh you know we had an error with our CTE status um we do encourage you that if you are already aware of errors um uh from PE submissions in the 2024 2025 um uh submissions uh during that school year um that you can actually now begin the process of a working submission. Um, and so Jamie, I'm going to pass it back over to you to talk a little bit more about the specifics
052of how to do that working submission. Um, uh, that if you already know there's an error, you can go ahead and get started on now. Um, for 2024 2025 PEM submission errors specific to CCMR that impact your 2026 accountability. >> Awesome. Yes. So on the next slide, we have provided you guys the instructions to submit a working collection. Um, we highly encourage um that you are reporting accurate information, but we understand that there are going to be a few small times um when the submission window has closed and you find that there is a big mistake um that is going to impact your accountability. Um, and so there are direct directions listed on this screen, but I don't want you to print these out, laminate them, and and believe that these are true and final
053because we are working on potentially making changes to this um based on House Bill 8. Um, but right now, if you do see that you have a mistake, these are the steps that you are going to follow. Um, and so I highly encourage if you are an LEA that before you start these steps, talk with your ESC people. Um, make sure that this is something that you want to go down the path of and then really look at the reports that you are providing to us. So all of this comes to my team and we get a lot of reports um that might not necessarily in working collection show us um the change that you were looking for. So really spend some time and make sure that you are getting those reports and that working
054collection accurately updated. Um and so again this is going to it is subject to change. Um and we will provide additional information. I'm sure Katie and I can come back in front of you guys um once we know what it's going to look like and provide that to you. Um but I want to spend the next few minutes going through some upcoming changes um that are happening to PES and I love that I already had somebody ask a question about it in the chat. Um so many of you may have heard rumors that there will be a new PE submission in the 2627 school year. Um, and I wish I could stand here and tell you that those rumors are false, but they are true. However, one of the things that I've been hearing is
055that a lot of people have been saying, "Oh, this new submission is for accountability." And that is false. This new submission is not for accountability. Um, the big change um for some of the accountability pieces are coming this summer in extended year. Um, we'll talk a little bit about that, but I just have six quick slides to talk about these changes. Um, many of you have probably heard and seen these first few slides. Um, TEA uses all of your data to complete certain federal reporting requirements. We expect you guys to be on time and accurate in your reporting. The US Department of Education expects us to be on time and accurate with our reports, but we have not been able to meet those federal reporting deadlines um for some of those. And based on this,
056um TEA has not been able to come into compliance based on when we're getting some of the information about our graduates, levers, and dropouts. So, this is the second year um that TEA was placed on a condition on our Title One and Perkins funds. We do not want to lose those funds. Um and so we realized that we've got to make a change. Um we were also excluded initially from the graduation rate reports that were published by the Department of Education. They literally put a little little thing there that said Texas did not report it on time. Need to get that fixed. So what did we do on um the next slide? We knew that we had to make these changes. So about two years ago um we started discussing this internally. Um we worked
057with some of the groups that we typically work with. We worked a lot with um our friends on the accountability side. Um even though this is um not um the new submission is not accountability. this change that we're needing to make that's happening this school year um for our levers and graduates are is going to impact accountability and so we worked a lot to make sure that we could get the information we needed. Um so what did we do? What is happening? Uh on the next slide, it is just kind of a brief um couple bullet points to show you guys our levers and graduates are this school year being reported um kind of a little different each set. Our 2425 levers and graduates are being reported right now in our 2526 PES fall submission.
058All of those reports we talked about need to be run for this PE's fall submission, but this is the last time you're going to have to worry about PE's fall when it comes to your levers and graduates, when it comes to their um graduation types and pieces like that. That is now being moved into the 2526 PE summer and extended year submission. So finally that you will be reporting all of your kids in the same year they left or graduated. So by the close of this school year, we will close out the year. Your kids will be reported. Everything will be coming in. It's exciting time to not have to wait almost six months to find out who the levers and graduates are for a district. So that's kind of the highlevel what is happening.
059Um and on the next slide I want to show you the new PES fall enrollment submission which goes along with these changes. Again nothing to do with accountability. We need to know first all students that are enrolled on the first Friday in October and their special education determination. This is used for some federal reporting and so we have to have this for all of the kids that are enrolled on that first Friday in October. The second thing we are getting are any students in grades 7 to 12 who were enrolled so for example in the 26 27 school year anytime from the first day of school until the last Friday in September which is called the school start window. So what we need these kids for is that statewide reconciliation to make sure we know
060that every student continued into a school or continued into another um educational environment. Again, accountability is not going to join forces with us in this PE fall enrollment submission. We are on our own for this. So, if you're an accountability person, um you can almost take this one out of your head and not have to ever worry about this one. If you are a PES person, you get to join forces with us and work on this. The last couple slides are just giving you guys the timeline. Um if you are responsible for these different pieces, um you will receive additional training about this. We just wanted to give a big high-level discussion about it because we keep hearing that this new submission is for accountability purposes. And so that is one rumor that we want
061to get rid of that it is not for accountability. So this slide right here is kind of a you are here. You are right here right before our resubmission is due. Um and and it's a great time to start looking at those reports, running those reports. The last slide is going to show you just that new timeline for um the PES fall enrollment submission just so you can kind of take a look at it in relation to fall. But the Pee's fall submission will still be your accountability submission. It's just missing that graduate information. You're still going to have your eco disc. You're still going to have what makes a campus look like a campus. So Pee's fall admission is still going to be important. It's just going to shift um in what we're going
062to be looking at. Going to pass it back over to Katie who can close us out and I'll hop back on the Q&A and see if I can answer some more questions. >> Okay, perfect. Um and we did just want to name um uh we we were getting lots of questions and frankly we had a lot of questions about these new um uh submission timelines. Um so this will be updated today. So I just want to name that um this will be updated today and then we will update it uh periodically as more information um becomes available. Uh but in the same way that over the past year or so we have provided um the academic accountability data sources uh and this is specific to CCMR um we uh so we shared one earlier today
063specific to the fall submission. Uh this one is an overview of all of those data sources um that account for CCMR. It also has that kind of um uh step-by-step question uh that I shared earlier related to IBC's. Um and uh and then what we worked to do was make sure that there was a really clear lineup between um what is being collected when for the 2526 um uh submission windows and then how does that change for 2026 2027. So you can see on the screen here um highlighted in orange for industrybased certifications is extended year. that indicates that's a shift from the fall submission in 2526 to the extended year submission in 2026 2027. Uh so again this will be periodically updated today um periodically updated and will be updated today. So if you
064downloaded this um last month uh or in November when we shared it through the performance reporting bulletin uh we do encourage you to periodically check in just make sure you see uh any updates that are reflected there. Um, and a just tremendous shout out to all of um our um uh teammates at ESC's who gave us feedback, who helped uh you know really spark the the um need for this resource uh and then gave us uh feedback to get it as strong as possible. We appreciate you all. So to close us out today, um here are some big ideas where we really hope that you're leaving with. Uh only you can prevent inaccurate data submissions, but you do not have to do it alone. Um and so these these um PE team submissions being accurate
065are uh critical for accurate accountability ratings. And then we always just want to stamp we cannot see what is in your SIS. Um it's really what is in PES that counts. So please make sure that those uh are matching up. Um so in the fall submission there are multiple data submissions that impact accountability ratings. Uh and you have until now uh you have from now until January 15th to make those corrections. Um, somebody put in the chat um, uh, or in the Q&A and and I agree wholeheartedly. Um, we certainly do not recommend until waiting, you know, on schedule a meeting for the 3M on January 15th. Um, we encourage to get started, um, as soon as possible if you're not already doing these things. We know many places are. Um, and then, uh, our
066most successful districts are reviewing these reports as a team. Um and so everybody who has a lens on accountability and PEMS which are many many people across districts um are um uh sitting down together and really taking a look at that. And to Jaime's point um uh you know bring chocolate. It always helps uh move the work along. Um but uh together everyone achieves more. Uh and we really encourage you to work um with your uh across your LEA in order to make sure that your uh fall team's resubmission is accurate. Um we are going to share um a quick survey uh before we close out. Uh it is just three questions. Uh and we really do appreciate you um giving us your feedback. Um, as I named kind of at the jump of our
067session today, we um, uh, we got feedback pretty consistently from our stakeholders that a structure such as this uh, would be helpful. Uh, and so we'd like to know if it actually was helpful and what worked and what didn't. Um, because uh, we have a number of um, uh, planned sessions coming up. Um, but we don't want to continue on that journey without first getting your feedback on what worked uh, and what didn't work. Um, so please make sure uh you can scan it on your phone. Um, there's a tiny URL. We really appreciate your feedback. I promise you, I read every single piece of it. Uh, and and work to get better. Um, and as you know, Jamie and I have both named. Uh, this is kind of a first for both of us.
068We imagine we would like to do more of them. Uh, but want to make sure that it's really meeting your needs. Um we also just want uh to name if you need some additional support, you are struggling to find the report that you need um uh uh a myriad of things that you might be uh need some help with. We just wanted to kind of name if you need additional support. So if you need additional support accessing reports or uh the tsds systems or other systembased challenges um the uh customer support um uh email for uh tsds is listed there. Um and then uh these are live links once you get the deck. Um also uh the help desk for ps is listed there as well. Um, if you are uh having challenges reviewing reports,
069pinpointing errors or making any corrections, uh, we do just want to name your ESC's or education service centers are a tremendous, tremendous, tremendous resource. Um, and if you're not sure who to contact at the ESC, um, we've got listed the general ESC contact information, uh, who will be able to get you in the right place. Um, and then last but certainly not least, if you need additional support understanding the relationship between the PES data and accountability ratings, uh, please email us at performance reporting at tea.t texas.gov. Uh, and we are more than happy to jump in and support as well. So, that concludes um, our time today. We are right on time. Uh, if you have not had a chance to complete your survey, we uh, sincerely appreciate you doing that. Um, and you are
070um you're welcome to log off at any time. Uh, but we do appreciate you uh completing that survey first. Uh, we'll take a moment to uh uh make sure that we can close out anything that is in the Q&A before we officially close the webinar. Um, but we just appreciate you so much being here today. Uh, good luck with your fall resubmission. Uh, and we know for most of you it's a first week back with kiddos. Uh, so good uh good luck with like restarting systems in January. Um, we appreciate you and we hope to see you soon. All right, I see Jamie furiously typing answers to the chat. Thank you, Jamie. >> Yep. Um, if we can grab the rest of the questions, we can answer some of them. I think we need to
071think a little more about >> Okay.