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Domain III:

From Gaps to Gains-

Tracking Student Success

Presenters:

Jackie Escobedo

Anna Mendoza

Office of School Improvement and Accountability

Bitly:

http://bit.ly/472moAy

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Calculating Overall A-F Results

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Closing the Gaps

The Closing the Gaps domain uses disaggregated data to demonstrate differentials in progress to interim and long-term goals among racial/ethnic groups, socioeconomic backgrounds, and other factors. The indicators included in this domain, as well as the domain’s construction, align the state accountability system with the Every Student Succeeds Act (ESSA).

Student groups are evaluated individually. Consecutive years of underperformance can lead to Targeted or Additional Targeted Support Interventions.

Three to four student groups are evaluated to determine the Domain III score.

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Domain III: Closing the Gaps Targets

Middle School Example

3/4 Points

4/4 Points

Three to four student groups are evaluated to determine the Domain III score.

If the minimum size criteria (10) is not met for two lowest performing racial/ethnic groups, only one is used.

2 lowest performing racial/ethnic groups from the prior year.

High Focus student group includes Economically disadvantaged; EB student/EL (current and monitored); Current special education; and Highly mobile (foster, homeless, migrant)

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Domain III: Closing the Gaps Calculations�Integrating the 0-4 Methodology

10%

50%

10%

30%

Domain III Weight

EL/MS

Domain III Weight

HS

30%

10%

50%

Meets & Masters

4-year Grad Rate

From Domain 2

Includes Non-grads

All STAAR, All Levels

TELPAS

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Domain III: Graduation Rate Methodology

The four-year federal graduation rate measures the percentage of graduates in a class. –Different than Domain I methodology
Students who graduated by decisions of individual graduation committees (IGCs) are included as graduates.

4 YR

6 YR

5 YR

95.2%

95.8%

96.4%

Number of Graduates in the Class

Number of Students in the Class

(Graduates + Continuers + TxCHSE Recipients + Dropouts)

TxCHSE = Texas high school equivalency certificate

2024 2025 2026

High School & K-12

2026 Accountability

Example:

For Domain 1, you take the better of the 4,

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5,

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and, 6 year

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graduation rate and include that in your Domain 1 accountability calculations. All students are evaluated if there are at least 10 students in the class.

The four-year graduation rate follows a cohort of first-time students in grade 9 through their expected graduation three years later. The five-year graduation rate follows the same cohort of students for one additional year. The six-year graduation rate follows the same cohort of students for two additional years.

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In this example, the 5 year graduation rate is the better rate.

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To calculate graduation rates you take the number of graduates in the class and divide that by the number of students in the class which includes the graduates, continuers, TxCHSE recipients which are the Texas high school equivalency certificate recipients, and dropouts.

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I do want to point out that for Domain 3, the 4-year graduation rate is always used.

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Progress in English Language Proficiency

TELPAS Domains: Listening, Speaking, Reading, Writing

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0-4 Methodology �Middle School Example �

2025 RLA Ac. Ach. (Meets & Masters) Hispanic Group = 36%

2026 RLA Ac. Ach. (Meets & Masters) Hispanic Group = 35%

Points	Definitions
0	Did not meet interim target and did not show minimal growth
1	Did not meet interim target but showed minimal growth
2	Did not meet interim target but showed expected growth toward next interim target
3	Met interim target (2022-23 through 2026-27 Target)
4	Met long-term target (2037-38 Target)

3/4 Points

4/4 Points

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The Blind Paper Tear��1. Hold your paper in front of you and close

your eyes. Keep them closed until the end.��2. Fold your paper in half.��3. Tear off the top-right corner.��4. Fold the paper in half again.��5. Tear off the bottom-left corner.��6. Fold the paper in half one more time.��7. Tear off the top-right corner.��8. Open your eyes and unfold your paper.

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Assess What Matters

Determine the common assessments (number & type varies)

Ensure a transparent starting point—teachers view assessments at the beginning of each cycle; assessments define the roadmap for teaching

Align to state tests

Align to instructional sequence of clearly defined grade level and content expectations

Re-Assess previously taught standards

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User-friendly, succinct data reports include:

Item Level Analysis: How did students perform on each question and what was the frequently selected wrong answer?
Skill/Standard Level: How did students perform on each standard/skill?
Student Level: How will did each individual student perform?
Global/Whole Class Level: How will did the class perform?

Report With Purpose

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Track What Counts

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Narrow the focus—Pick the assessment item that highlights key struggles

See It —Unpack the standard & exemplar to identify how the work identifies mastery of the standard

Name It —Identify key procedural errors & conceptual misunderstandings

Do It —Plan the reteach with predicted gaps and PRACTICE.

Follow-Up With Action

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A-F Accountability Overview

Resource

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�

Keep A Wide Vision But Stay

Laser Focused

Think-Pair-Share: What ‘gorillas’—unexpected student insights, hidden barriers, or overlooked learning challenges—might we be missing when our focus is consumed by over-monitoring rather than targeted monitoring of student progress?

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Survey

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Intellectual Property Statement

They are intended for use by session participant at the classroom, campus, or district level only. Materials are to be used “as is” without modification.

Materials may not be used for personal benefit or financial gain or for use outside of the school system.

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