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Liberty Hill ISD presents latest accountability ratings, highlights growth and next steps
Summary
Assistant Superintendent Heather Stoner told the school board that Liberty Hill ISD largely maintained or improved campus ratings after three years of delayed Texas accountability releases, citing district achievement (domain 1 = 86), a high graduation-rate scale (99.8% referenced) and district strategies to turn data into instructional action.
Assistant Superintendent Heather Stoner presented the district's latest Texas Accountability results at the Sept. 15 Liberty Hill ISD board meeting, describing how the A'through F system and three domains (achievement, progress and closing gaps) determine campus and district ratings.
Stoner said the district's student achievement domain (called STAR performance at elementary and middle levels) is the district's highest component and reported a district achievement scale score of about 86. At the high school level, she said Liberty Hill High School's CCMR (college, career and military readiness) scale score was approximately 80 and the graduation-rate measure referenced a 99.8 percent figure, which mapped to a scale score in the mid-90s.
Stoner reminded trustees that the state released three years of ratings in a short span after litigation and COVID interruptions, and she cautioned that changes in CCMR criteria and cut scores in recent years make direct year-to-year comparisons more complicated. "Data begins a story. It doesn't tell the story," she said, framing the presentation around how the district intends to use the results, not just the numbers.
On campus-level movement, Stoner said roughly 70 percent of campuses had overall scores that improved or remained the same when comparing 2024 and 2025, and she noted net positive shifts in the academic growth and closing‑the‑gaps indicators. She pointed to district systems that drive improvement: a "data notebook" for principals, collaborative data visits, campus instructional walks and professional learning communities (PLCs) that align instruction and monitor student learning.
Trustees praised the presentation and asked staff to keep emphasizing the supports behind the numbers. Several board members credited district-level staff who compile and translate TEA data for local use and lauded the principals and instructional teams for implementing continuous-improvement practices. Stoner closed by urging that accountability be used to inform practices and planning rather than as a standalone judgment of schools.
The board did not take formal action on the presentation; trustees posed clarifying questions and expressed support for continuing the district's coaching and monitoring practices.
