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District reviews 2023 TEA accountability ratings, finds curriculum alignment gaps; plans audits, professional development and balanced assessments
Summary
Dr. Gutierrez presented the district's 2023 Texas Education Agency accountability ratings released April 24, 2025, said alignment issues across curriculum resources were repeatedly raised in principal feedback, and outlined a curriculum audit, summer professional development and a balanced-assessment rollout to improve instruction and growth.
Dr. Gutierrez presented an overview of South San Antonio ISD’s 2023 accountability ratings, the state framework used to calculate campus and district A–F scores, and a district response plan focused on curriculum alignment, targeted professional development and a balanced assessment system.
Gutierrez told trustees the 2023 accountability results — released April 24, 2025 and based on the 2021–22 and 2022–23 school years after earlier legal delays — rely on three domains: student achievement (Domain 1), school progress (Domain 2, with 2A academic growth and 2B relative performance) and closing-the-gaps (Domain 3). She explained how the system weights indicators for elementary, middle and high schools (including STAAR and CCMR measures for high school) and noted that district and campus ratings are enrollment-weighted.
As part of a recent audit of curriculum, assessments and instructional practices, Gutierrez said school leadership and principal feedback repeatedly referenced “alignment” as a core issue — the word surfaced 32 times in feedback sessions — and the audit found varied curricular resources, some not aligned to the Texas Essential Knowledge and Skills (TEKS). To address the issue the district has created streamlined curriculum documents by grade level, scheduled targeted professional development and job-embedded coaching in July and August, and plans to onboard master teachers to provide classroom support.
Gutierrez also described a balanced-assessment strategy: daily formative assessments, common formatives and unit assessments vetted to ensure alignment to STAAR and to enable timely reteach and interventions. She said the district will use weekly walkthroughs and data from common formatives to identify patterns and provide tiered supports for teachers and students.
Trustees asked how the district will know early whether interventions are working; Gutierrez said common, aligned assessments and increased walkthroughs will provide early indicators. She said some measures (for example graduation and CCMR indicators) are reported a year in arrears, and that the district is awaiting release of 2024 and 2025 state data.
Gutierrez concluded by saying the district will present progress updates and additional data as TEA releases subsequent accountability measures.
