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Duncanville ISD presents 2024–25 accountability ratings and a multi‑part plan to accelerate literacy and instruction
Summary
District leaders reviewed Texas Education Agency A–F and federal accountability ratings released for 2024 and 2025, identified campuses in targeted and comprehensive support, and outlined next steps including data accuracy, accelerated literacy planning, instructional coaching, and a new academic readiness team for regular progress monitoring.
DUNCANVILLE, Texas — Duncanville ISD leaders summarized the Texas Education Agency’s 2024 and 2025 accountability ratings at the Aug. 18 board meeting and outlined a multi‑part strategy focused on data accuracy, early literacy, curriculum responsiveness and increased supervision to improve outcomes.
Director of Assessment and Accountability Lucretia Newton presented an overview of the state and federal accountability systems: the Texas A–F system (three domains: student achievement, school progress and closing the gaps) and federal designations that include targeted support (TSI), additional targeted support (ATSI) and comprehensive support and improvement (CSI). Newton explained how domain 3 (closing the gaps) and subgroup performance drive federal designations and that a bottom‑5% ranking in comparable campus groups produces CSI status; she noted that Bill Hartz Elementary met exit criteria for 2025 but remains labeled comprehensive for an additional year under the system rules.
Chief academic officer Dr. Nix described “next steps” grouped under support and supervision. For support, the district has prioritized data accuracy and faster turnaround: district leaders set expectations that assessment results be visible within 24 hours and targeted reports available within 72 hours to inform interventions. The district will retool curriculum feedback loops so teachers’ implementation issues lead to timely instructional adjustments; the district is also working with a partner (SustainEd) for curriculum implementation and coaching.
For supervision, leaders said principals and principal supervisors will receive targeted coaching and increased accountability for curriculum use and intervention structures. The district described an Academic Readiness Team — led by the chief academic officer and including principal supervisors, special education, teaching and learning, school improvement, student services, HR and the chief of staff — that will meet three times a year to review campus goals, root causes and supports. Dr. Nix said the district will expect consistent, classroom‑level data for every student and teacher and will monitor progress at set cadences: a table report on Nov. 3, a midyear call‑board meeting on Feb. 2, 2026 and an end‑of‑year report on June 1.
Board members praised the plan and stressed the need to show measurable progress; trustees asked about supports senior leadership needs and the composition and function of the Academic Readiness Team. Newton and Nix said current staffing and partnerships provide necessary supports and emphasized willingness to seek best practices from neighboring districts where helpful. The district portrayed the effort as a collaborative, transparent process and said it will return to the board with periodic reports on literacy implementation and assessment outcomes.
