[{"_1":2,"_99":-5,"_100":-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],{"_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",6558487,"mediaKeyId","3247687-24aef9eec80497a0e5a9550d4155dd01","parentId",3247687,"title","Parents, students and teachers press Austin ISD trustees over school restart plans; administration clarifies staff process","audioSeconds",14754,"startMs",282000,"endMs",15036000,"viewUrl","/Search/View?dp=1&key=3247687-24aef9eec80497a0e5a9550d4155dd01&start=282&end=15036","thumbnailUrl","https://assets.pipeline.soar.com/3247687-24aef9eec80497a0e5a9550d4155dd01/thumbnail_282000.jpg","articleUrl","/articles/6558487/Texas/Parents-students-and-teachers-press-Austin-ISD-trustees-over-school-restart-plans-administration-clarifies-staff-process","mediaUrl","https://secure.pipeline.soar.com/6558487-51bdede0143a6c615302b8f597ae7697/orig.mp4?Expires=1770888518&Signature=BBfBXsKBPSVPEt5o4vCyRcbCX9s2P9IyZi42MVjfm2txGldP1y1jo0AOlYBOGiydM1mYZ7~jNX3qTCL4j0Igx73NJxMAj6Dn1c--PM73nS27kOGeqmAMtGn7wXw6gfXEu1kkkYtGn2U-WhGbBaDbv49mECtTRtm4KdFGpgUVj~he~pe8aGZ6v0a7c0IRBW5A0JndjypWODea2HyE4J4sYibQaNjw-mBvsOO64qnHX~i1v3n8jMkiB1gAe1l7fzcmUN8NX3O4qt~HsZWIqCg9~6nez9Cq7WqHt~ZnF0y0QYFfsFFs4fXKXqIP9kJIf3lGArox5c5vbWS38ofxCKdGlw__&Key-Pair-Id=KUT5TJCACFTXG","author","","date","2025-05-09T03:47:20Z","article","Hundreds of callers and dozens of recorded messages addressed the Austin ISD Board of Trustees May 8, with many students, parents and district staff urging trustees not to replace principals and classroom teachers as part of proposed restart/turnaround actions for several middle schools.

Public comment: more than 60 people participated in public testimony at the information session ' six spoke in person and 54 left recorded messages ' and the largest block of callers represented students and staff at Webb, Adobe and Burnett (sometimes referred to in the record as \"Dobie\" or \"Dobie/Dobie Middle School\" in callers' remarks). Students repeatedly described their campuses as \"family\" and asked trustees not to remove administrators and teachers. Teachers and union-affiliated speakers urged transparency, staff protections and placement support if positions are changed.

\"I don't want my school to be torn apart,\" said multiple recorded callers identified as Webb and Adobe students, many of them using translated remarks through the district's Spanish-language interpretation service. Webb teachers, staff and parents told trustees that campus staff had developed plans to address accountability challenges and asked the district to invest in those plans instead of conducting wholesale staff replacements before campuses had a chance to implement support.

Former trustee and parent Sheryl Bradley also spoke during public testimony to object to a separate administrative decision: a newly announced graduation parking fee. Bradley said charging families the fee was inappropriate for graduation events.

Legal and procedural references: a citizen, Steve Swanson, cited the Texas Education Code and urged the board to use its oversight authority to hold the Texas Education Agency accountable in planning for campuses. Several callers asked trustees to follow the statutory campus-improvement processes and to ensure formal campus plans are posted and reviewed before punitive personnel actions happen.

District response and clarifications: Superintendent Miguel S\u0006egura and his senior staff responded to questions from trustees and the public. Segura said the district's recommended plan includes three restart actions at Burnett, Webb and Adobe (the administration's briefing used the term \"restart\" to describe Austin ISD's managed turnaround approach) and emphasized that restarts would leave students at their current campuses.

\"A restart includes having the campus remain at that location; there are no moves,\" Segura said. He said the restart model requires an evaluation of staff \"primarily in core instructional areas\" so that teachers who meet the district's criteria may remain. \"Classified staff including front office staff, teacher assistants, custodial staff, food service'those individuals will remain at the campus,\" Segura added.

Segura and Chief Talent Strategy officer Brandy Hosek said the district is not conducting mass firings. \"We are not firing staff,\" the administration said in response to concerns reported by several callers. The district described a process overseen by Talent Strategy for evaluating instructional staff against criteria aligned with turnaround expectations and noted an administrative expectation that campus leaders demonstrate specific turnaround experience as defined by state guidance.

Timeline and possible contingency: the administration told the board it plans to submit detailed restart plans to the Texas Education Agency in June (the administration identified June 12 as an internal target and noted a formal submission window through June 30). The administration also said an 1882 partnership with an external operator remains a contingency: if the district-managed restart is underway but insufficient progress is evident by December, the district could begin a procurement process to identify a partner for an 1882 transfer in 2026-27. In that contingency, district staff said 2025-26 would be a \"pause\" year under 1882 rules and a partner-led accountability year would follow.

Why it matters: parents, students and staff told trustees they fear job loss, program cuts and loss of community stability; district leaders said they are seeking rapid turnaround in student outcomes while trying to keep students at their campuses and to preserve non-instructional staff and electives.

Next steps: the administration will finalize district restart plans and submit them to TEA according to the district schedule; the administration also plans additional public communications, campus-level engagement and a summer program plan and said it will publish further details on a turnaround webpage and in follow-up board materials.

Provenance: Public comment and the administration's restart update were recorded during the May 8, 2025 Austin ISD board information session and the restart-update presentation occurred near the end of the meeting.","mediaType","Video","parentTitle","Board Information Session Meeting: May 8, 2025","oneSentenceSummary","Dozens of students, parents and staff told the Austin ISD Board of Trustees on May 8 they oppose proposed restart/turnaround plans for several middle schools and urged trustees to preserve principals and teachers; district leaders said restarts keep students at their campuses, focus evaluation on core instructional staff and do not equate to wholesale firings.","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},6558494,"Austin ISD board accepts biliteracy monitoring report after presentation on dual-language measures",3961,6515000,10476000,"/Search/View?dp=1&key=3247687-24aef9eec80497a0e5a9550d4155dd01&start=6515&end=10476","https://assets.pipeline.soar.com/3247687-24aef9eec80497a0e5a9550d4155dd01/thumbnail_6515000.jpg","/articles/6558494/Texas/Austin-ISD-board-accepts-biliteracy-monitoring-report-after-presentation-on-dual-language-measures","https://secure.pipeline.soar.com/6558494-c2c59c0df54574f41677a1a335875956/orig.mp4?Expires=1770888518&Signature=Slvki4bi0dORaySLPkuhoh-HLpApMJcWQhkxBAqGRZoQk35Fp3u8H-uFGNlg4EZzRKKPj-sNCz3iXIT7vN0B5-1I-PNEh5Lwy5oQBdr5gguvPTqPco5M5CvkTDuZ9mKWVaL3qtpgNM~rkNFG9mG~v9AhLf1lOM-VtMuF09vJvBilpuJe1tjnfmw6fWOF4pIfunbI0dKPRykx6GyDJEt19XkHzPsXQ~gADyto3LsUvw88FD5GUka4HsmQ2gPhSSN0SopnhQWdiSCfTRKConXLCo9Loi83GaarmFEAacwJQ-G4aNXSfKkrWlKFjVylXUgu~eGkBkIpBovVrDIG1SYAjA__&Key-Pair-Id=KUT5TJCACFTXG","The Austin Independent School District Board of Trustees voted May 8 to accept the district's monitoring report on Scorecard Goal 5, biliteracy, following a presentation by Superintendent Miguel S\u0006egura and district multilingual staff that explained new baselines, methodology changes to language proficiency testing, and an action plan for increasing dual-language proficiency and the number of graduates earning biliteracy recognitions.

The monitoring report covers two goal progress measures: GPM 5.1, which measures the percent of fifth-graders in dual-language programs who earn a level equivalent to a high-school language credit on the STAMP proficiency assessment; and GPM 5.2, which measures the percent of 9th'12th graders in dual-language on track to earn the Austin ISD seal of biliteracy. The board's acceptance was moved by Secretary Gonzales, seconded by Trustee Quintana, and passed unanimously by trustees present.

The superintendent and multilingual education staff told trustees that a key cause of the apparent year-to-year decline in some elementary STAMP results is a change in methodology. The district now requires that, when available, all four STAMP domains (reading, listening, speaking, writing) be counted to determine level-1 proficiency; last year the platform sometimes produced a composite when one domain (often speaking) was missing. Using the new, more rigorous method changes the baseline numbers and the yearly targets the district will use going forward. The administration said it intends to treat the 2024-25 results as a new baseline and will propose adjusted yearly targets to the board.

\"We looked at our methodology and decided that when all four domains are available, they should be required to demonstrate proficiency,\" said Dr. Mary Anne Maxwell, assistant superintendent for elementary academics, during the presentation. \"That makes our measure more rigorous and more accurate, even if it changes the numbers compared with last year.\"

District staff also presented the first-year baseline for the high-school measure (GPM 5.2). The baseline shows 50.8 percent of high-school students enrolled in dual-language courses are on track to earn the AISD dual-language seal of biliteracy; the presentation noted a dip in percentages in 10th and 11th grades and higher rates in 9th and 12th grades. Staff said the pattern likely reflects scheduling choices available to students in high school and that the district is building a real-time Frontline report to allow counselors and registrars to track students' progress across years.

Outliers and bright spots: administrators highlighted Akins Early College High School and Crockett Early College High School as models. Akins led the district with 73.4 percent of students on track; Crockett maintained 66.1 percent and provided the district with an early cohort-tracking template the district has shared with other campuses.

Trustees asked for additional detail. Trustee Hunter asked how many bilingual-certified teachers had completed foundational training tied to the bilingual stipend; administration said last-year data are available and the district is compiling current-year completion figures for reporting. Trustee Kaufman asked about federal Title 3 funding for emergent bilingual supports; staff said losing the historically federal Title 3 allocation would be meaningful for campus coaching and specialist capacity and gave a rough district-level estimate of about $2 million while promising a precise figure in a follow-up.

Next steps outlined in the presentation included: using the revised methodology as a stable baseline for future targets, building Frontline reports so campuses can track in real time who is on track for the seal, continuing professional learning designed to strengthen speaking proficiency and fidelity to the dual-language allocation plan, and launching a multiday biliteracy certification academy to increase the pool of bilingual-certified teachers.

Why it matters: dual-language and biliteracy recognitions are part of the district's strategy to expand postsecondary and workforce opportunities. The administration tied the measures to district priorities labeled \"middle school forward\" and \"postsecondary success.\" Trustees agreed to have the administration return with updated yearly targets and clarified denominators before the district finalizes targets for the next fiscal year.

Provenance: The board's Scorecard Goal 5 monitoring presentation began in the public record at the board meeting on May 8, 2025. The board discussed and then voted to accept the monitoring report during the May 8 meeting.

Speakers quoted or referenced in this article are: Superintendent Miguel S\u0006egura; Dr. Mary Anne Maxwell, Assistant Superintendent of Elementary Academics; Dr. Susan Diaz, Assistant Superintendent of Secondary Academics; Yvette Cardenas, Director of Elementary Multilingual Education; Janeth Medrano, Interim Director of Secondary Multilingual Education; Jacob Reach, Chief Officer of Government Relations and Board Services; Trustees Boswell (board president), Hunter, Singh, Kaufman, Quintana, Whitley Chu, and Gonzales.

Ending: Trustees moved to accept the monitoring report as a formal acknowledgement that they had a satisfactory conversation with the superintendent about how current conditions align with the district's vision for bilingualism and biliteracy. The administration will return with recalculated targets and additional data extracts (including the bilingual-certification training completion rate and the final Title 3 dollar figure).","Trustees unanimously accepted the district's monitoring report on Scorecard Goal 5 (biliteracy), after administrators explained a methodology change to the STAMP proficiency measure, presented baseline data for a new high-school seal of biliteracy, and described steps the district will take to increase completion rates.",{"_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},6558483,"Austin ISD reports progress to TEA on special education work; frontline system rollout and CFAC updates planned",1256,11428000,12684000,"/Search/View?dp=1&key=3247687-24aef9eec80497a0e5a9550d4155dd01&start=11428&end=12684","https://assets.pipeline.soar.com/3247687-24aef9eec80497a0e5a9550d4155dd01/thumbnail_11428000.jpg","/articles/6558483/Texas/Austin-ISD-reports-progress-to-TEA-on-special-education-work-frontline-system-rollout-and-CFAC-updates-planned","https://secure.pipeline.soar.com/6558483-7fec1b6c6aa5c06a0de02dd186040ed9/orig.mp4?Expires=1770888518&Signature=NbkUDhn3CX31GyrPPSQLZVY37cbDrzTmQ4Eh1VtI02DDrkRel41ObsWo-9seEoEdfoghmDSpp9OYjFtLFLXZoLPiQf9OW0RQWjx2uFnXBVNfU6kNR~KMOGpJFEmmUVQ-UVOg-nQDtT6fIGjum62wHr58Gn4OFAC9VacgL1r7t2OrmtAIOEyRfB9eZiCT07y2h~ksy~fW~hrdc2maHDB6Hd64j4UqWlnYMZCDmc9rAE1XyAPSbWzMyzWhyFX2g9Kh8g-UKwogKCQFVWxmcGPCvJsE3DECE7WkgkMylrHtoqVG~t9xUVlPbuP7cwtiyVCi6OlSlc5867Geyme3Ra5qtw__&Key-Pair-Id=KUT5TJCACFTXG","The Austin ISD administration provided a May 8 update on work required by the Texas Education Agency (TEA) agreed order for special education, telling trustees that the district has closed the corrective action plans that prompted the order and is now focused on system and data improvements, training and family engagement.

Monthly metrics and SPP indicators: Dr. Cherry Lee, interim assistant superintendent for special education, reviewed data the district is submitting to TEA as part of its priority-3 reporting. As of April, the district reported 1,056 pending initial evaluations (with zero out-of-timeline initial evaluations since February) and 835 pending reevaluations, 42 of which were out of timeline. The combined pending count was 1,891, with 42 reevaluations flagged as out of timeline.

Dr. Lee explained that SPP Indicator 11 measures whether initial evaluations and initial ARD meetings occur within legally required timelines (45 school days from consent for evaluation; ARD within 30 calendar days of eligibility) and that SPP Indicator 12 measures whether children referred from early childhood intervention (ECI) have evaluation and an IEP in place by their third birthday. The district submits monthly reports to TEA and uses the data as benchmarks for the annual SPP submission in June.

Data systems and Frontline rollout: administrators said the district is transitioning to a new Frontline special-education management system to centralize IEPs, timelines and parent access. District and special education staff completed in-person trainer sessions in late May and will deliver a staggered training schedule: case managers and SLPs in early June (to support summer IEP work), school psychologists and diagnosticians next, campus leadership at July Leadership Institute, and special education teachers in August. The district intends multiple data loads with verification steps to protect data quality.

Family engagement: the district's Special Education Family Advisory Committee (CFAC) met and provided input on a transition guide for families (from early childhood to elementary, and onward) and on district communication templates. CFAC recommended a parent co-chair for 2025-26; the district said it would add a volunteer parent co-chair and continue regular CFAC meetings. The administration also described an inclusion work group that will create toolkits and resources and said the first of approximately eight to 10 planned sessions will begin soon.

Parent portal and language access: administrators told trustees the Frontline parent portal will allow parents to access documents and provide consent digitally; they said the system can provide automatic Spanish translation for documents and that the district is exploring additional language support.

Requests from trustees and next reporting: trustees asked for ongoing monthly updates on out-of-timeline annual ARD counts and asked the administration to report whether specific evaluation types (for example speech-language evaluations versus others) are disproportionately contributing to delays. The district committed to providing those breakdowns in future board updates.

Why it matters: the TEA agreed order required immediate corrective actions and a path toward sustained compliance. The district reported progress closing action plans and said that the new data system, training and family engagement should reduce lapses and improve transparency for families.

Provenance: The TEA agreed order update and the SPP-related data were presented at the Austin ISD board meeting on May 8, 2025.","District leaders told trustees they have closed corrective action plans under the TEA agreed order, are tracking SPP indicators for special education evaluations, and will roll out a new Frontline special-education management system with campus and parent training this summer.","actionData","errors"]

Article not found

Parents, students and teachers press Austin ISD trustees over school restart plans; administration clarifies staff process

Austin ISD board accepts biliteracy monitoring report after presentation on dual-language measures

Austin ISD reports progress to TEA on special education work; frontline system rollout and CFAC updates planned