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Curriculum & Instruction

Assessment & Accountability

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Kristi Miranda
Director of Accountability & TIA
830-401-8668
kmiranda@seguin.k12.tx.us

Jessica Lee
District Testing Coordinator
830-401-8625
jllee@seguin.k12.tx.us

Assessment

Seguin ISD believes that assessment provides the information necessary to monitor and improve student performance. Assessing student performance is an important part of the instructional process. It allows professional staff to make informed decisions, set priorities, allocate resources, and be accountable to students, parents, and the community. It is also a method by which state and federal education authorities determine the district’s progress and effectiveness.

A variety of assessment techniques are utilized in Seguin ISD in order to capture both the breadth and depth of student learning over time. Seguin ISD Assessment is committed to providing training, processes, and information that will enable campuses to smoothly implement required assessments and teachers to effectively utilize assessment data in order to improve student learning.

Accountability

Each year, the Texas Education Agency provides districts and campuses throughout Texas with information regarding performance in several areas of accountability. Per Texas Education Code, districts and campuses are required to make publicly available the most current information available for the following accountability components:

  • State Accountability Performance Ratings

  • Texas Academic Performance Reports (TAPR)

  • Federal Report Cards

  • School Report Cards

Required Postings 

  • A-F Accountability Ratings System

    The A–F Accountability System is a statewide rating system established by the Texas Education Agency (TEA) that evaluates the academic performance of Texas public schools and assigns letter grades A–F to districts and campuses.

    The A-F Accountability System was updated or "refreshed" beginning with 2023 A-F Accountability Ratings. For more information regarding what was changed in the Accountability Refresh, please visit the A-F Accountability Refresh page for more information.

    Overall, the A–F Accountability System aims to measure what students are learning in each grade and whether or not they are ready for the next grade. It also shows how well a school prepares its students for success after high school—in college, the workforce or the military.

    The accountability ratings evaluate three domains:

    • Student Achievement,
    • School Progress, and
    • Closing the Gaps.

    Continue reading for more information about each domain, how scores in each domain contribute to the overall score, and how district ratings are calculated.

    • Student Achievement measures whether students meet state standardized (STAAR/EOC) test expectations. It also measures graduation rates and how prepared students are for success after high school.

      For elementary campuses, middle school campuses, and high school campuses that do not have graduates, STAAR/EOC performance comprises the entirety of the Student Achievement domain rating.

      For high school campuses with graduates, the Student Achievement domain rating is composed of STAAR/EOC performance weighted at 40%, College, Career, Military Readiness (CCMR) weighted at 40%, and Graduation Rates weighted at 20%.

      STAAR/EOC performance is an average of the percentage of students performing at Approaches Grade Level, at Meets Grade Level, and at Masters Grade Level.

      The CCMR and Graduation components are lagging indicators, meaning that they represent data from prior to the 2024-2025 school year. The 2025 CCMR accountability utilizes data from the Class of 2024; while Graduation Rate utilizes the best of the four, five or six year graduation rate from the Classes of 2024, 2023, or 2022. The 2024 CCMR accountability utilizes data from the Class of 2023; while Graduation Rate utilizes the best of the four, five or six year graduation rate from the Classes of 2023, 2022, or 2021. In order for a student to be identified as College, Career, or Military Ready from an accountability system perspective, the student must meet at least one of the criteria below:

      College Ready

       

      • Meet Criteria on AP/IB Exams

      • Meet /TSI criteria (SAT/ACT/TSIA) or complete a college prep course in reading and mathematics

      • Complete dual credit course(s) or OnRamps course

      • Earn an associate degree

      • Graduate under an advanced diploma plan and be identified as a current special education student


      Career Military Ready

      • Earn an industry-based certificate after completing a program of study

      • Earn a Level I or Level II certificate

      • Enlist in the United States Armed Forces or Texas National Guard

      • Graduate with completed IEP and workforce readiness (graduation type codes 04, 05, 54, or 55)

    • The School Progress Domain is comprised of two parts, the better of which determines the domain score:

      Part A: Academic Growth: Evaluates individual student growth on STAAR from year to year.

       

       

      Academic Growth is measured in only Reading Language Arts and Math. Students who perform the same or better than they did in the prior year on STAAR contribute positively to this calculation. Students who do not have a prior year STAAR score are not included within this calculation.

       

      Part B: Relative Performance: Compares a school's Student Achievement Domain score to a predicted score based upon the percentage of economically disadvantaged students on the campus.

       

      For elementary campuses, middle school campuses, and high school campuses without graduates, Relative Performance considers whether a campus is performing on STAAR/EOC at, below, or above where they are expected to perform based upon their percentage of economically disadvantaged students.

       

      For high school campuses with graduates, the same comparison as above in respect to STAAR/EOC performance is calculated along with a second calculation making a similar calculation for CCMR performance. These two scores are then averaged together for the Relative Performance score.

    • The Closing the Gaps Domain focuses on the performance of student groups in performance, growth, and postsecondary readiness. This domain tells us how well a school or district is ensuring all student groups are successful.

      This domain is also the most complex, with different targets set for each campus type, as well as four sets of targets to determine gradated outcomes in scoring. Gradated outcomes might best be explained as opportunities for “partial credit.” If a campus has not met the current year’s target but is making good progress toward achieving the future target, the campus could earn 1 or 2 points for that indicator instead of 0 points. Likewise, a campus meeting the current year’s target will earn only 3 points, as the full 4 points is reserved for a campus meeting the 2037-38 target.

    • Once each domain score has been calculated, the better of the two scores between the Student Achievement Domain and the School Progress Domain is weighted at 70%, and the Closing the Gaps Domain score is weighted at 30%. The combined total then becomes the overall score for the campus or district, and is then assigned the corresponding letter grade.

      Accountability Ratings

    • District Ratings in each domain (or, within the School Progress domain, the Academic Growth and Relative Performance components) are calculated utilizing a proportional weighting average of campus ratings. Campuses are assigned weight based upon grades 3-12 enrollment representation within the district’s total grades 3-12 enrollment. Their score in the relevant domain or component are multiplied against that weight for their points contribution to the district’s score in that domain or component.

      Regardless of the actual calculated score, if any campus within a district earns less than a 70 in any domain or overall score, the highest score that a district can receive for that domain score or overall score is an 89, or a B rating.

    • Districts and campuses must be rated A, B, or C overall to be eligible for distinctions. Distinction Designations are awarded in the following areas:

      • Academic Achievement in English Language Arts/Reading (campus only)

      • Academic Achievement in Mathematics (campus only)

      • Academic Achievement in Science (campus only)

      • Academic Achievement in Social Studies (secondary campuses only)

      • Top 25 Percent: Comparative Academic Growth (campus only)

      • Top 25 Percent: Comparative Closing the Gaps (campus only)

      • Postsecondary Readiness (district and campus)

      The accountability ratings system awards Distinction Designations to campuses based on performance in comparison to a group of 40 very similar campuses across Texas.

  • Education Code, §39.363

    Federal Report Cards

    Each district receiving Title I, Part A funding is responsible for disseminating the state, district, and campus level Federal Report Card data to all district campuses and parents of all enrolled students, as well as making the information widely available through public means.

    Information Included in the 2024–25 Federal Report Card for Texas Public Schools (Spanish)

    Part (i): Description of State Accountability System
    I. the minimum number of students that the State determines are necessary to be included in each of the subgroups of students for use in the accountability system;
    II. the long-term goals and measurements of interim progress for all students and for each of the subgroups of students;
    III. the indicators used to meaningfully differentiate all public schools in the State;
    IV. the State’s system for meaningfully differentiating all public schools in the State, including—
    (aa) the specific weight of the indicators in such differentiation;
    (bb) the methodology by which the State differentiates all such schools;
    (cc) the methodology by which the State differentiates a school as consistently underperforming for any subgroup of students; and
    (dd) the methodology by which the State identifies a school for comprehensive support and improvement;
    V. the number and names of all public schools in the State identified by the State for comprehensive support and improvement or implementing targeted support and improvement plans;
    VI. the exit criteria established by the State, including the length of years established.
    Part (ii): Student Achievement by Proficiency Level
    I. This section provides information on student achievement on the STAAR (State of Texas Assessments of Academic Readiness) performance for mathematics, reading/ELA, and science by grade level and proficiency level for the 2024-25 school year. These results include all students tested, regardless of whether they were in the accountability subset.
    Part (iii): Academic Growth and Graduation Rate
    I. This section provides information on students’ academic growth for mathematics and reading/ELA for public elementary schools and secondary schools without a graduation rate, for the 2024-25 school year. These results include all students tested, regardless of whether they were in the accountability subset.
    II. This section provides information on high school graduation rates for the class of 2024. The six-year graduation rates for the class of 2023 will be updated in March 2026. Texas Education Agency tea.texas.gov Division of Performance Reporting TXschools.gov | texasassessment.gov
    Part (iv): English Language Proficiency
    I. This section provides information on the number and percentage of English learners achieving English language proficiency based on the 2025 Texas English Language Proficiency Assessment System (TELPAS) data.
    Part (v): School Quality or Student Success (SQSS)
    I. This section provides information on the other indicator of school quality or student success, which is college, career and military readiness (CCMR) for high schools and average performance rate of the three STAAR performance levels of all students, regardless of whether they were in the accountability subset, for elementary and secondary schools without a graduation rate.
    Part (vi): Goal Meeting Status
    I. This section provides information on the progress of all students and each student group toward meeting the long-term goals or interim objectives on STAAR academic performance, federal graduation rate, and English learners’ language proficiency. (Not applicable to district and state report cards)
    Part (vii): STAAR Participation
    I. This section provides the percentage of students assessed and not assessed on STAAR for mathematics, reading/ELA, and science for the 2024-25 school year.
    Part (viii): Civil Rights Data
    I. The section provides information from the 2021-22 Civil Rights Data Collection (CRDC) surveys, submitted by school districts to the Office for Civil Rights, on measures of school quality, climate, and safety, including counts of in-school suspensions, out-of-school suspensions, expulsions, school-related arrests, referrals to law enforcement, chronic absenteeism (including both excused and unexcused absences), incidences of violence, including bullying and harassment.
    II. This section provides information from the 2021-22 CRDC surveys, submitted by school districts to the Office for Civil Rights, on the number of students enrolled in preschool programs and accelerated coursework to earn postsecondary credit while still in high school.
    Part (ix): Teacher Quality Data
    I. This section provides information on the professional qualifications of teachers, including information disaggregated by high- and low-poverty schools on the number and percentage of
    (I) inexperienced teacher, principals, and other school leaders;
    (II) teachers teaching with emergency or provisional credentials; and
    (III) teachers who are not teaching in the subject or field for which the teacher is certified or licensed.
    Part (x): Per-pupil Expenditure
    I. This section provides information on the per-pupil expenditures of federal, state, and local funds, including actual personnel expenditures and actual non-personnel expenditures, disaggregated by source of funds, for each school district and campus for the preceding fiscal year. Per-pupil Expenditure for the 2025 fiscal year will be updated by June 30th, 2026. Texas Education Agency tea.texas.gov Division of Performance Reporting TXschools.gov | texasassessment.gov
    Part (xi): STAAR Alternate 2 Participation
    I. This section provides information on the number and percentage of students with the most significant cognitive disabilities who take STAAR Alternate 2, by grade and subject for the 2024-25 school year.
    Part (xii): Statewide National Assessment of Educational Progress (NAEP)
    I. This section provides results on the state academic assessments in reading and mathematics in grades 4 and 8 of the 2024 National Assessment of Educational Progress, compared to the national average of such results.
    Part (xiii): Cohort Rate of Graduates Enrolled in Postsecondary Education
    I. This section provides information on the cohort rate at which students who graduated from high school in the 2022-23 school year enrolled in the 2023-24 academic year in
    (I) programs of public postsecondary education in Texas;
    (II) programs of private postsecondary education in Texas; and
    (III) programs of postsecondary education outside Texas. Part (xiv): Additional Information – Chronic Absenteeism I. This section provides information on the Chronic  Absenteeism per EDFacts definition: percent of unduplicated number of K-12 students enrolled in a school for at least 10 days and absent for 10% or more days  during the 2023-24 school year.
    Part (xv): Section 1003 Fund
    I. This section provides a list of all the local educational agencies and schools that received funds under Section 1003, including the amount of funds each school received, and the types of strategies implemented in each school with such funds for the 2023-24 school year. Section 1003 Funds for the 2024-25 school year will be updated by June 30th, 2026.
    Part (xvi): Counts of First Year English Learners Excluded from the State Accountability
    I. This section provides number of recently arrived English learners exempted from one administration of the reading/language arts assessments and whose results are excluded from the 2024-25 State accountability.