[{"_1":2,"_111":-5,"_112":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,75,87,99],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},"mediaId",6635271,"mediaKeyId","2641657-adbeb31e49c9ffdd75eab96696719cc8","parentId",2641657,"title","Austin ISD administration proposes sale of Rosehill site to local developer, cites budget relief and promises community engagement","audioSeconds",8257,"startMs",8267000,"endMs",9131,"viewUrl","/Search/View?dp=1&key=2641657-adbeb31e49c9ffdd75eab96696719cc8&start=8267&end=9","thumbnailUrl","https://assets.pipeline.soar.com/2641657-adbeb31e49c9ffdd75eab96696719cc8/thumbnail_8267000.jpg","articleUrl","/articles/6635271/Texas/Austin-ISD-administration-proposes-sale-of-Rosehill-site-to-local-developer-cites-budget-relief-and-promises-community-engagement","mediaUrl","https://secure.pipeline.soar.com/6635271-7faa61bf4596498d2e26320bcedeb956/orig.mp4?Expires=1770996773&Signature=LmEo5TP~d7G2kPgaW1U-A0UGNpoOC1dZeKUmePGaAfgEGdBy7T8mNh0va8qzs3hudDh97q~HNBYY4h~CD08RPqp~VpoosargrtZC8S6eDIY-8kTfBCVDSOyecS1Ivdq0GhqPyKHxg57jwvlkst3VhbVPUlPoTDhj9L6AFrmSVFGgi0s0Iizbet3y9HWO~R~Zw28LC4WXYElH67pl31ux5kuj8fUZspUu0ISsnGN~bxVJzOUlVZHv0dPT1zBLBj-dJolOPBnEZJyujy6v06b5euiyn3g13x-V3V8DXihLWXF0Rw-yA0W19buwmw0qh-6CmgqxrySNCpr2NQ75KgX84g__&Key-Pair-Id=KUT5TJCACFTXG","author","","date","2025-03-14T13:52:25Z","article","Austin ISD staff presented trustees with a recommended real‑estate transaction for the former Rosehill site and described community outreach and evaluation criteria for selecting a local development partner.

What was proposed: The district's real‑estate team recommended a fee‑simple sale to a locally based developer (selected through an interview and proposal process) that offered what staff described as the best value under current market conditions. Director of Real Estate Jeremy Striffler told trustees the selected partner, OHC Partners, demonstrated local knowledge, a plan for community engagement during due diligence and the ability to secure city approvals the project will require.

Why the district proposed a sale: Superintendent Segura and trustees framed the proposal in the context of mounting budget pressures. The administration said monetizing underused district land is one mechanism to help shore up the district's fiscal position and to buy time for larger budget discussions. Staff emphasized that a fee‑simple sale would not solve all budget pressures but would provide a capital infusion.

Community and environmental considerations: Trustees and community members raised questions about preserving neighborhood green space and heritage trees, maintaining public access to play areas, and ensuring that the developer's designs respond to neighborhood character. District staff said they will require and monitor community engagement during the partner's due diligence and design process and that any development would need city approvals before construction could proceed.

Process and next steps: Staff described an evaluation process that included interviews with top proposers and weighed local presence, community engagement approach and price. Board approval to execute a contract would authorize the partner to begin due diligence; proceeds would be realized at closing after approvals. Staff emphasized the typical real‑estate due‑diligence period and that detailed design decisions and permitting will be subject to additional public review and municipal regulation.

Trustee comments and local concern: Several trustees noted they had received neighborhood emails and phone calls and said they expected robust local conversation. Trustee Quintana (a neighborhood resident) asked whether heritage trees and community access had been considered; staff said tree preservation and green‑space access would be part of site design discussion with the developer and the city.

No formal sale vote at the meeting: The item was presented for preview and discussion; staff said a formal contract and closing would follow board action and required due diligence and regulatory approvals.

Ending: Staff committed to continued outreach and to holding the developer to stated commitments about public access and community engagement during the due‑diligence and design phases, and trustees said they will continue conversations with neighbors as the transaction moves forward to a formal approval stage.","mediaType","Video","parentTitle","Board Information Session: March 13, 2025","oneSentenceSummary","Austin ISD staff recommended moving forward with a fee‑simple transaction for the Rosehill site to generate capital and buy time against budget pressures, telling trustees the selected local developer committed to community engagement during due diligence.","taxTitle","AUSTIN ISD, School Districts, Texas","taxId",12954,"location","Texas","headline","shortSummary",{"_33":76,"_35":36,"_37":38,"_39":77,"_41":78,"_43":79,"_45":80,"_47":81,"_49":82,"_51":83,"_53":84,"_55":56,"_57":58,"_59":85,"_61":62,"_63":64,"_65":86,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6635283,"Austin ISD reports districtwide decline in second‑grade students flagged for reading intervention; board accepts monitoring report",5749,183000,5932000,"/Search/View?dp=1&key=2641657-adbeb31e49c9ffdd75eab96696719cc8&start=183&end=5932","https://assets.pipeline.soar.com/2641657-adbeb31e49c9ffdd75eab96696719cc8/thumbnail_183000.jpg","/articles/6635283/Texas/Austin-ISD-reports-districtwide-decline-in-secondgrade-students-flagged-for-reading-intervention-board-accepts-monitoring-report","https://secure.pipeline.soar.com/6635283-c5569a44728e1a3c90ff781a27cdabbe/orig.mp4?Expires=1770996773&Signature=kqfLkRzkMHqh4nv44rMDtkF~snTBxokqIEe7~l0AmrmRwEHdGvyvLSjKSm4D7NQXOfwROjtzUx4MYtfQ4WfJ0iNrzfhJnKsvEifVOdD5dWPf68Ydy3re8G6dcWmJ7pJNh7O2QnYmZOff2AMbOewXl2OHEUvPS-Ehmmk7b-9YlAgaj3ysZEMtcT4Aok97ZlIeTxZTmUxHRyl41DdR62xmR1Xfa-j2R0Dzoa9-lWO3BAJLJg~Y0bLObqmtHyKN~CvS8ZaZg8kN7o6mDuDJ-Ojdwi0AlNJppQ2y6bVH~M4ziQizR2ZRTODFHroEsWD14F1vzFqGqKDZW72shD8X8DF7Pg__&Key-Pair-Id=KUT5TJCACFTXG","The Austin Independent School District Board of Trustees on March X accepted the superintendent's monitoring report on Goal Progress Measure 1.1, the district's second‑grade literacy intervention measure, after a presentation from district leaders on student screening data, programmatic supports and next steps.

The monitoring report showed that, comparing like assessment seasons, the proportion of second graders recommended for intervention on the NWEA MAP screener decreased for eight of 10 student groups from winter 2022–23 to winter 2023–24, district officials said. Superintendent Segura told trustees the district sees encouraging longitudinal declines from spring to spring while noting variability for small groups and the need for additional campus‑level root cause work.

Why this matters: The district ties second‑grade literacy work to a longer third‑grade reading goal that uses STAR as the accountability measure. Early screening and timely intervention are intended to reduce the number of students who require tier 2 and tier 3 supports, keeping more students in strong tier‑1 instruction.

District leaders framed the data and the district's response. Superintendent Segura summarized the goals: \"The percent of third grade students earning meets grade level or above on the STAR reading assessment in English or Spanish will increase from 47 percent in June of 2024 to 59 percent by June of 2029.\" He said GPM 1.1 aims to reduce the share of second graders scoring in the MAP'recommended‑for‑intervention range (below the 30th national percentile in English; below the 40th percentile in Spanish) from 30 percent in June 2024 to 29 percent by June 2029.

Assistant Superintendent Dr. Mary Ann Maxwell and Jennifer Pace, assistant superintendent of elementary schools, led trustees through MAP winter results. Maxwell described the MAP screener as an early indicator — \"a check‑engine light\" — that flags students for further diagnostic review rather than an immediate placement decision. She said district analysis compares like seasons (winter to winter, spring to spring) because targets differ by season.

Key findings cited in the presentation:
- Eight of 10 student groups decreased in the percent recommended for intervention from winter 2023 to winter 2024. The groups with the largest long‑term decreases (spring to spring) included American Indian (26 percentage points), Hispanic/Latinx (23 points), special education (21 points), economically disadvantaged (18 points), emergent bilingual (17 points) and African American (12 points) over multiple years. District staff said these are longitudinal (multi‑year) improvements.
- From winter to winter the African American group's percent recommended for intervention held steady at 59% (59% to 59%), a point of concern flagged by trustees.
- Small cohorts (for example, the American Indian group with 12 students in 2023 and 10 in 2024) show high year‑to‑year variability; district staff noted this when interpreting percent changes.

What district leaders said they are doing: The presentation described system‑level supports tied to the Foundation First Early Childhood initiative and K–2 literacy work: increased alignment of curriculum and materials, expanded professional learning (including in‑person Reading Academy coaching cycles), regular instructional walkthroughs and coaching, a stronger multi‑tiered system of supports (MTSS) with guidance on intervention entry and exit, and targeted support for band 1 and band 2 campuses.

Jennifer Pace and Dr. Maxwell identified campus outliers with stronger results and said those campuses share practices: fidelity to high‑quality instructional materials (HQIM), consistent use of instructional coaches, calibrated leadership observations, active PLCs (professional learning communities), and data‑driven MTSS implementation. The district has begun site visits to outlier campuses to document practices it can replicate.

Trustees pressed for more evidence linking particular practices to outcomes. Trustee Kaufman asked where bilingual students are gaining most in English or Spanish; district staff said the report aggregates \"best of\" results for students who test in both languages and agreed to return disaggregated language‑by‑language analyses. Trustee Kaufman and others also asked for measurable indicators of PLC fidelity and other implementation outputs. Leaders said campuses typically maintain PLC records and that the MTSS implementation rubric provides one quantifiable tool already in use.

Equity concerns and next steps: Trustee Hunter and others pressed for specific, differentiated interventions for student groups that have not improved or have regressed in short windows. District staff said the next step is a campus‑level root cause analysis for African American students to identify site‑specific drivers and remediation strategies rather than relying solely on district‑level aggregates. Superintendent Segura and other staff also noted that the full deployment at scale of content interventionists funded through a tax ratification election has not yet been absorbed across campuses and that broader deployment in the next school year should provide additional tier‑2 and tier‑3 support capacity.

Family engagement: staff described district newsletters and multilingual materials (English, Spanish, Vietnamese and Mandarin) with three‑week modules aligned to curriculum, and said plans are underway to expand home reading supports that match students' instructional levels. Staff acknowledged limited ability to quantify family use of distributed materials and said they are exploring ways to track engagement.

Formal action: Secretary Gonzales moved to accept the monitoring report; Trustee Quintana seconded. The motion passed with all those on the dais voting in favor.

What trustees directed: Trustees asked the administration to (1) disaggregate bilingual student MAP results by testing language and report back, (2) perform campus‑level root cause analyses for African American students and campuses with lagging results, and (3) develop clearer, measurable \"on‑track\" definitions for GPMs to include in future monitoring reports.

Ending: District staff said professional learning and implementation work will continue over the spring and summer (including coach train‑the‑trainer sessions and rollout of reading academies), with additional monitoring reports and a planned follow‑up to show implementation outputs and more granular evidence tying practices to outcomes.","The Austin Independent School District Board of Trustees accepted a monitoring report on second‑grade literacy interventions after district leaders reported year‑to‑year declines for most student groups flagged by MAP screening but flagged stagnation for African American students from winter to winter and outlined campus‑level root cause analyses and expanded MTSS and coaching supports.",{"_33":88,"_35":36,"_37":38,"_39":89,"_41":90,"_43":91,"_45":92,"_47":93,"_49":94,"_51":95,"_53":96,"_55":56,"_57":58,"_59":97,"_61":62,"_63":64,"_65":98,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6635274,"Austin ISD updates trustees on TEA agreed order work and special‑education data system migration to Frontline",843,6796000,7639000,"/Search/View?dp=1&key=2641657-adbeb31e49c9ffdd75eab96696719cc8&start=6796&end=7639","https://assets.pipeline.soar.com/2641657-adbeb31e49c9ffdd75eab96696719cc8/thumbnail_6796000.jpg","/articles/6635274/Texas/Austin-ISD-updates-trustees-on-TEA-agreed-order-work-and-specialeducation-data-system-migration-to-Frontline","https://secure.pipeline.soar.com/6635274-cbc54691641e0bd0c439673a42bd6dae/orig.mp4?Expires=1770996773&Signature=EgXBnVjz6w~cI8mYfy3wANU2moJIA-jM9NrAc716yDAGPqNl909sKSlE6Ug8Pa8Mc-Azh~cG52NVtc0p8FnqKuQZr~~0oF2ZAJjYPS-VDTaxDtRr5tBZEN1l0c6xeKjscD0vBhCjYKbhANc0RstmkyyDmdt676qp7-U4KGbbzPqBoWOorn8uKCqQA~iiwC9lCqzZLB6feryMlrieUbdNsvGhfy6rtp9~JrVUKyuZh~HBZ6QUBj4VuPzbtyCNUyoaWNgi7bZ9eQKwUSC1TWV-yU23Gs1CYSXlUbFWs~v-sTpx3qhFv~rf97D~-juIz8sYEVzy64CUOrd~t8~JxmsvPQ__&Key-Pair-Id=KUT5TJCACFTXG","Austin ISD administrators on March X updated the Board of Trustees on progress under the Texas Education Agency (TEA) agreed order related to special education and described a planned migration to a new special‑education data management system.

What the district reported: Dr. Jacob Reach, Chief Officer for Government Relations and Board Services, said Priority 1 of the TEA agreed order (closing corrective action plans tied to original complaints) is complete. District staff continue work on Priority 2 (MTSS implementation) and priorities 3 and 4 (data systems and reporting). Dr. Reach said the district will prepare and submit required MTSS annual progress reports to TEA, including campus‑by‑campus universal screening data and intervention entry/exit tracking.

New vendor and systems work: To address persistent data and reporting concerns identified by TEA, the district initiated a procurement process and contracted with Frontline Education for a plan and service management solution that will integrate with the district's existing human resources/ERP systems. The new system is intended to manage IEPs, service tracking, Section 504 plans, and Medicaid/SHARS billing processes.

Implementation and training timeline: The district described a phased rollout: vendor selection (completed), system configuration and integration (underway), and professional learning and implementation (summer and early fall). Staff reported focus groups with teachers, principals and central staff, train‑the‑trainer sessions and an intention to launch the system in July with further training for special education staff before the academic year. Dr. Reach said the district is required to provide TEA with updated reporting in August and emphasized the need for on‑demand support once staff return in August so teachers can use the system from day one.

Stakeholder engagement: The administration has engaged special education staff and family groups, and it described ongoing meetings of the Special Education Family Advisory Committee; the committee's next public meeting was scheduled for April 28 with comment opportunities.

Why this matters: TEA monitoring and reporting requirements are tied to federal and state obligations for special education; systems that produce accurate IEP and service data help the district comply with state reporting and ensure students receive required services.

Administration commitments: Dr. Reach emphasized three priorities: continuous stakeholder engagement, robust professional development for special education staff, and on‑demand technical support through the fall. The district said eight concurrent projects support the migration (data migration, configuration, validation, change management, training and offboarding of the prior system) and said leadership expects Frontline to be configured for a July launch and full staff training in August.

Ending: The board heard the status as part of ongoing agreed‑order work and was told that TEA reporting, MTSS progress reports, and family advisory committee meetings will continue as part of the district's compliance and improvement path.","The district told trustees it has closed priority 1 of the TEA agreed order, is advancing MTSS implementation, and has contracted with Frontline for a new special‑education plan and service management system; staff outlined training and a July system launch ahead of required TEA reporting.",{"_33":100,"_35":36,"_37":38,"_39":101,"_41":102,"_43":103,"_45":104,"_47":105,"_49":106,"_51":107,"_53":108,"_55":56,"_57":58,"_59":109,"_61":62,"_63":64,"_65":110,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6635279,"Board accepts new family‑engagement rubric tied to Dual Capacity Building Framework; administration will refine baseline",3345,3420000,6765000,"/Search/View?dp=1&key=2641657-adbeb31e49c9ffdd75eab96696719cc8&start=3420&end=6765","https://assets.pipeline.soar.com/2641657-adbeb31e49c9ffdd75eab96696719cc8/thumbnail_3420000.jpg","/articles/6635279/Texas/Board-accepts-new-familyengagement-rubric-tied-to-Dual-Capacity-Building-Framework-administration-will-refine-baseline","https://secure.pipeline.soar.com/6635279-733f50aa132d6a3c124aedc8cedd76b6/orig.mp4?Expires=1770996773&Signature=V66wifsXvZxlicAuXBSBpubsCuRpkaLIOSdTqzOaKjU9mgRCSUBaJyLtVdHumEclTbm59nwUXfjUPXBAfciYCxp2zMYwjf~tetca812jbCevGelSn0CQrmjgLxgarbm2pX2m-V4kOnM-0YB3pfPf2vhuoAsPV5Z7PHgnkMY1in~zxNlZIcs8~pEMSqsWFtwu7PuWwpSecT7g8BJylWhzC8JmyjBvgn6gQFjeM24S2oTQ4KDlHpadw0aGGMYVzmz9tT~mDLvRAWXihyDW6FFBMg9atwnv4Hxw6~Ovd92iUSxC3qpa-jlGTQxrjDGYvs~wGmf3BCub7Gea0734iTRD2g__&Key-Pair-Id=KUT5TJCACFTXG","The Austin ISD Board of Trustees voted to accept a monitoring report on Constraint Progress Measure 2.1, a newly developed rubric intended to measure campus family engagement through the Dual Capacity Building Framework.

All trustees present voted to accept the report, which the administration described as a baseline, formative assessment carried out in November. Administration officials said the rubric will be refined before final year‑end scoring.

Why this matters: The constraint progress measure evaluates whether campuses develop and meet family engagement goals that align to a framework aimed at building reciprocal school‑family partnerships rather than only measuring participation counts.

What the rubric does: Ali Ghilarducci, Chief of Communications and Community Engagement, said she mapped the district's 2018 family engagement policy to the dual capacity framework's six standards: communicating, parenting, student learning, volunteering, school decision making, and community collaboration. Ghilarducci described three rubric levels: does not meet, approaches, and masters. \"Participation alone does not demonstrate the reciprocal partnerships the framework aims for,\" she said, explaining that a master‑level campus goal expresses how family contributions are used to shape schooling and outcomes rather than only increasing attendance at events.

Trustee discussion: Trustees asked for concrete examples of changes seen on campuses and how the district will measure implementation. Trustee Coppin asked for examples of actions that underlie successful goals; Ghilarducci pointed to campuses that shifted from one‑way messages to facilitated conversations that invited families to help interpret campus academic results and co‑design next steps. Trustees asked how the district will track Campus Advisory Councils (CACs), PTAs and other engagement channels beyond simple rosters; the administration said it intends to move beyond compliance checks to providing principals with facilitated conversation guides and to develop clearer evidence reporting tools in Plan4Learning.

Family voice and accountability: Trustee Hunter asked how families are incorporated into evaluation; staff said the rubric and future implementation plan will include family input and that the special education family advisory committee and ACPTA (Austin Council of PTAs) will be engaged in refining tools. Administration noted the rubric is a formative baseline and invited trustee feedback before the district applies it to year‑end scoring and target setting.

Formal action and next steps: Trustee Quintana moved to accept the monitoring report; Trustee Hunter seconded. The motion passed unanimously. Administration will finalize the rubric in consultation with families and the board, add clearer evidence fields for Plan4Learning entries, and return results after the next assessment window.

Ending: District staff said this is an evolving tool: staff will pilot rubric refinements, produce guidance for principals on running evidence‑based CAC meetings, and coordinate with ACPTA to create simple resources that campus leaders and parents can use to make engagement work reciprocal rather than merely procedural.","Austin ISD presented a new rubric designed to measure campus family‑engagement goals aligned to the Dual Capacity Building Framework. Trustees accepted the monitoring report and asked for clearer measures, family voice in evaluation, and tools to quantify campus implementation.","actionData","errors"]

Article not found

Austin ISD administration proposes sale of Rosehill site to local developer, cites budget relief and promises community engagement

Austin ISD reports districtwide decline in second‑grade students flagged for reading intervention; board accepts monitoring report

Austin ISD updates trustees on TEA agreed order work and special‑education data system migration to Frontline

Board accepts new family‑engagement rubric tied to Dual Capacity Building Framework; administration will refine baseline