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CFB ISD outlines CCMR targets, explains TEA'driven changes to industry certification rules
Summary
District staff briefed trustees on College, Career and Military Readiness (CCMR) growth measures and on coming TEA changes requiring students to be program completers as well as industry-based certification earners. Staff said the district expects higher rigor but is prepared and intends to continue credentialing teachers and expanding supports.
District staff presented the Carrollton-Farmers Branch ISD board with the district's CCMR (College, Career, Military Readiness) growth progress measures at the Oct. 9 work-study meeting, reviewing both college-side and career-side metrics and explaining forthcoming changes in state accountability.
Chap Hunter (district presenter) told the board the percent of anticipated graduates who achieve college-ready scores in both reading and math on any combination of TSIA2, SAT or ACT is a targeted growth measure (presented in the meeting as increasing from 33 percent to 45 percent by the district goal year). On the career side, staff described an industry-based certification (IBC) target for graduates; Hunter said the state is moving to require a student be both a pathway "completer" and hold an IBC to count under CCMR for future years.
Staff explained that the state’s accountability expectations have been tightening: in prior years a student could meet CCMR indicators by any one of a number of outcomes; moving forward, the district expects TEA will require both pathway completion (a defined number of credits in a program of study) and the industry-based certification. The presenter said this raises rigor but that the district has been building capacity — credentialing teachers, investing in CTE curriculum and facilities, and providing fee-free TSIA2/SAT/ACT testing — to prepare students for the higher expectations.
Trustees asked for specifics about what constitutes a college-ready score on each assessment. District staff provided the cut scores during the meeting: SAT reading 480 and math 530; ACT English 18 and math 22; TSIA2 reading 945 and math 950 as stated by staff in the presentation. Staff also noted that TEA guidance and cut-score matrices vary by assessment and the district must track matrices for individual students through counseling and advising supports.
The presentation addressed funding incentives: staff confirmed outcome bonuses tied to CCMR remain available but said the metrics and rigor are increasing; the board and staff discussed how outcome bonuses are earned when students meet both college and career criteria. Trustees pressed staff on program-level rigor differences (for example, welding vs. engineering) and how the district differentiates strategies and supports accordingly.
Trustees did not take formal action at the work study; staff said they will continue to refine CCMR strategies and return with program-level progress measures and implementation details.
