[{"_1":2,"_124":-5,"_125":-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",[32,76,88,100,112],{"_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":74,"_75":74},"mediaId",6463211,"mediaKeyId","5785955-4fe7f471fb3cffc3a17b9734ca81cf84","parentId",5785955,"title","Austin ISD trustees debate scorecard changes and monitoring workload; administrators to provide revised draft","audioSeconds",5793,"startMs",8022000,"endMs",13815000,"viewUrl","/Search/View?dp=1&key=5785955-4fe7f471fb3cffc3a17b9734ca81cf84&start=8022&end=13815","thumbnailUrl","https://assets.pipeline.soar.com/5785955-4fe7f471fb3cffc3a17b9734ca81cf84/thumbnail_8022000.jpg","articleUrl","/articles/6463211/Texas/Austin-ISD-trustees-debate-scorecard-changes-and-monitoring-workload-administrators-to-provide-revised-draft","mediaUrl","https://secure.pipeline.soar.com/6463211-b2103ee1366d4f2d80ca5390e643ef89/orig.mp4?Expires=1773558137&Signature=OJgZyM3vKz8l1V8TJf5eGV-lNwDkDE4WXvGfXcr1-tb9Aupx3d32m4T2ljum6PwRVPXAhVW6r2a33CE7SyXwvLL0Zvy7CH79PdwOnlFQzok-uPlnoh~QlFD1oNoO8JabYHJ2TLAXt40nPT6U5IdVsv75uuYyy9YLnkyKK6GbtmoVVncl5FFrlACJp3WK9hSycxOzCJDNEv7gLOsNJtX~VsiIdadgDu02YpXZtgXX6KXlKnRPNChYbrp8o01iGU7cJFEQAMhNRD-2CEgNc8vXWlwDPNcGNjFaBgbZ2MHpN4S9zYlifwTh4lmSZUyIfFdgXkCUqnrfXiTzbgQ9C49Phw__&Key-Pair-Id=KUT5TJCACFTXG","author","AUSTIN ISD, TEXAS","date","2025-09-19T04:45:57Z","article","Austin — Austin ISD trustees on Sept. 18 engaged in a lengthy discussion about the district scorecard, board constraints and the monitoring calendar as they prepared for a vote on an updated scorecard at their upcoming meeting.

The board reviewed proposed wording and scheduling changes and debated whether to reduce the number of constraints (the accountabilities the superintendent must not violate) and how many district goals to retain. Trustees and the district’s Lone Star governance coach, Ashley Paz, discussed the tradeoffs between fewer board constraints (less reporting burden) and retaining visibility into priorities the community identified earlier in the scorecard development process.

Trustees asked administration to clarify how the superintendent will interpret “on‑track” for each goal and reminded the board that state governance rules and the agreed‑order monitoring obligations set constraints on what the board can and must monitor. The district emphasized that some reporting obligations are resource intensive — particularly those that require consistent, calibrated walkthrough observations or new data‑collection processes across many campuses.

Several trustees said they wanted to preserve a specific new constraint focused on accountability for campuses with consecutive unacceptable (F) ratings under the state’s A–F system, reasoning the board should retain the ability to discuss such campus performance within its allotted governance time. Others recommended changes to constraint wording so the board could specifically monitor special‑education outcomes that community members repeatedly cited — timely evaluations and disproportionate use of exclusionary discipline among students with disabilities.

Trustees discussed whether to keep goals addressing algebra acceleration and a district seal‑of‑biliteracy target, and whether the algebra measure should be folded into the CCMR goal progress measures rather than standing as a separate goal. Trustees did not finalize changes at the information session; several trustees asked administration and the governance coach to prepare a revised draft that reflects the discussion and to update the board monitoring calendar to match whichever scorecard version the board will consider at its upcoming vote.

Administration agreed to produce revised language and a small set of alternatives for trustees, and to produce corresponding versions of the monitoring calendar so trustees can approve a consistent package at the next meeting. Trustees also directed staff to post the updated materials and to provide guidance about the relationship between the scorecard, the board handbook and operational reporting timelines.

Ending: The board will review the revised scorecard, guardrail and monitoring‑calendar language at an upcoming meeting; administration will propose alternate calendars and clarified constraint language based on trustees’ input.

","mediaType","Video","parentTitle","Board Information Session: September 18, 2025","oneSentenceSummary","Trustees spent extensive time at the Sept. 18 information session reviewing the district scorecard, guardrails and monitoring calendar. The board discussed reducing monitoring burdens, preserving TEA‑related accountability metrics and refining constraints to focus on special‑education outcomes and dual‑language fidelity.","taxTitle","AUSTIN ISD, School Districts, Texas","taxId",12954,"location","Texas","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6463216,"Austin ISD reports near‑complete compliance on TEA agreed order; 96 of 99 deliverables finished, district says",1083,11956000,13039000,"/Search/View?dp=1&key=5785955-4fe7f471fb3cffc3a17b9734ca81cf84&start=11956&end=13039","https://assets.pipeline.soar.com/5785955-4fe7f471fb3cffc3a17b9734ca81cf84/thumbnail_11956000.jpg","/articles/6463216/Texas/Austin-ISD-reports-nearcomplete-compliance-on-TEA-agreed-order-96-of-99-deliverables-finished-district-says","https://secure.pipeline.soar.com/6463216-ce0124c9daf83d1d97d076c0c448918a/orig.mp4?Expires=1773558137&Signature=fOKEzSx5VuQxql4I8HK80Muei56d1l0r8WddlTeK6bdawuwe8pkRwjae-WWbnLdTp1xxXXjltAacrzqKV4pda0ijBCVlE2hNXNFfLeZecqPwvTt2E0KxUmbdhZT8WFyKW5D~0-8ioHCZQJ6RbaUXjm2gKFBztfdEYihrbYelyAzepV-0b1lsiUVmQTP0ZOTg~x2F9BtD2xrAdvunnp8IuUKyRRGv2v8co33pMD5aarvv4tfzWlrZD7djmtBM-pYaSpxGvJ-XqLF351Q~5HO4dfpqp2C~InbzZI2OL5VnoeEgvWTplKoOlJakbT9EeIp0a1yDll69PivUixNfAeHAYg__&Key-Pair-Id=KUT5TJCACFTXG","Austin — Austin ISD officials told the Board of Trustees on Sept. 18 that the district has completed most deliverables required under a Texas Education Agency (TEA) agreed order related to special education, and officials outlined next steps for data systems, professional learning and family outreach.

Joshua John, executive director of governance, accountability and board services, and Dr. Cherry Lee, interim assistant superintendent of special education programs, presented the update. John told trustees the agreed order identified 99 deliverables and that Austin ISD has completed 96. The presentation listed three remaining items that are ongoing: a scheduled Lone Star Governance (LSG) quarterly board self‑evaluation and two monthly reporting requirements to TEA.

Dr. Lee said the district moved to a new special‑education case management system (Frontline Special Programs Management) because the previous system could not consistently produce the reports the district needed. The district executed a rapid transition: a request for quotes in October 2024, a vendor selection and a project kickoff in January 2025, and a go‑live in July 2025. School and district staff received training and the district has continued to refine the platform with the vendor.

Dr. Lee described other work under the agreed order: revised and expanded professional learning for special education staff, monthly learning labs for case managers (the first lab saw nearly 700 special‑education teachers participate in virtual sessions), more campus support coordinators leading PLCs and additional family‑facing outreach. The district said it will continue to submit required monthly reports to TEA and to improve training and documentation to sustain the changes.

John and Dr. Lee also noted the district’s work on child‑find obligations (identifying and evaluating students who may have disabilities), and said the district recently hosted a virtual child‑find session attended by more than 30 families. They invited families to an in‑person transition fair Sept. 27 at Bowie High School and said the district will continue to expand family learning opportunities, including sessions on dyslexia supports and assistive technology.

Trustees asked for copies of artifacts and the documentation submitted to the agency; the administration said it would make those records available. Trustees thanked staff for their work, noting the transition to a new data platform and the volume of training involved.

Ending: The administration said it would continue monthly reporting to TEA, refine Frontline workflows with campus staff and provide trustees and the public with requested artifacts documenting the district’s compliance work.

","At its Sept. 18 meeting Austin ISD officials told trustees they have completed 96 of 99 deliverables under the Texas Education Agency agreed order and described work on special education data systems, professional learning and family engagement.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6463221,"Austin ISD reports jump in industry‑aligned course completion; trustees accept CCMR monitoring report",1974,10010000,11984000,"/Search/View?dp=1&key=5785955-4fe7f471fb3cffc3a17b9734ca81cf84&start=10010&end=11984","https://assets.pipeline.soar.com/5785955-4fe7f471fb3cffc3a17b9734ca81cf84/thumbnail_10010000.jpg","/articles/6463221/Texas/Austin-ISD-reports-jump-in-industryaligned-course-completion-trustees-accept-CCMR-monitoring-report","https://secure.pipeline.soar.com/6463221-b88705fb563bcac0eed3ed9fd8f0b8f3/orig.mp4?Expires=1773558137&Signature=LBXrNADNGYvz7QfVh6LkcyJO5EmOL4NSbQKqEinPnPTrDu33FxSfDyave~PRe6zEX4AQza3we3x--8OuJwsLfryDpndhSgr~x-byIJjeFtFp5BkRTmGfajNWLgZ3buUh7NdFlKuOu16Q9Vhzun5XpOsZyIA9pSphfCWC4NNscWny3bOxzAlBPN69oNV-Og1hIyw4figI9LcHsWg3-W7ac6GTcRXuEVzQk-MMlNkrrEVWtZMRYrPtEnPPwNWQXhwnsbPsaO0lJqCkNa~r01n7ZNGigFIPuHV2S5tKMetmd2ZHqwva2WfJ0TO6eleoGPCxqS3fCm4BSkwOezw9GEtglg__&Key-Pair-Id=KUT5TJCACFTXG","Austin — Austin ISD reported substantial gains Sept. 18 in students taking career and technical coursework aligned with industry‑based certifications (IBCs), and trustees accepted the superintendent’s monitoring report on college, career and military readiness (CCMR).

Superintendent José Segura and the district’s career and technical education team presented the report, which showed that 59.8% of eleventh‑ and twelfth‑grade students completed at least one IBC‑aligned course in 2024–25. The administration said that figure exceeds the year’s target of 47.2% and the five‑year target of 55% for the district’s goal progress measure.

Ashley Binnicker, executive director of secondary outcomes, described district actions that helped produce the gains: aligning the district’s “universal course sheet” to show which campuses offer program sequences, requiring more review before students drop courses (notifications to counselors and families), and expanding counseling and CTE program supports. Binnicker noted the district has worked to place CTE courses on schedule sheets so students and families can more easily see a pathway to an IBC and to graduation plans.

The report also noted that 38% of students enrolled in IBC‑aligned courses earned the corresponding industry certification, and roughly 23% of juniors and seniors earned at least one IBC during the year. District staff highlighted strong performance at specialized campuses, including early college sites and high schools with coherent career academies.

Trustees asked how the district is monitoring student performance in IBC courses and how counselors use four‑year plans to keep students on pathways to certification. The district said it is implementing a CCMR dashboard and a “CC pathways” module to show individual students’ progress toward program‑of‑study completion, and that administration is expanding campus‑level CCMR planning meetings and data dives.

After the presentation, Secretary Gonzales moved to accept the monitoring report and Trustee Quintana seconded. Trustees voted to accept the report; the board recorded that the monitoring conversation was complete and accepted the superintendent’s evaluation of progress.

Ending: District officials said they will continue CCMR outreach, strengthen counselor training and expand the use of data dashboards to track course sequencing and IBC completion at the student level.","District officials reported that 59.8% of 11th‑ and 12th‑grade students completed a course aligned with an industry‑based certification in 2024–25, exceeding annual and five‑year targets; trustees accepted the monitoring report.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6463225,"Trustees accept algebra monitoring report; district says middle‑school accelerated enrollment and completion rose to meet annual target",2964,6980000,9944000,"/Search/View?dp=1&key=5785955-4fe7f471fb3cffc3a17b9734ca81cf84&start=6980&end=9944","https://assets.pipeline.soar.com/5785955-4fe7f471fb3cffc3a17b9734ca81cf84/thumbnail_6980000.jpg","/articles/6463225/Texas/Trustees-accept-algebra-monitoring-report-district-says-middleschool-accelerated-enrollment-and-completion-rose-to-meet-annual-target","https://secure.pipeline.soar.com/6463225-aee505c89958978c66e6749fe5eb4ed9/orig.mp4?Expires=1773558137&Signature=SQbBBGUK5Mgbe3P0cxrdFpXjIUjwpFMAgvX3EvjtHSsEqBt5WdkbDRZhpDmpbFtBRtzCxfwAZwwQxBNe8e8v2qkT1jDkxdPUPlyaI87YfcP2bglRAocc4LZebaC9gOVRHEYQNYYYuSEQ~GDSmrWeSOGNc3a4u-YmVV36EkM3vCBD7pyMVK-gS3U697ANBhtSv8gBUwx2D-vEhwMAyOyEPu4kdAxgeFl3imtc0Y4FDa3NAL5T14QHS5ElXA5sFaOEjrUh0knGxGZvFpKjysE-J-nO1DlEQoaAenPxrkyGV~flGcvAgAMU~Cgr1r0uqasb51WmmNNEQCwPk5kq1HXKmg__&Key-Pair-Id=KUT5TJCACFTXG","Austin — The Austin Independent School District on Sept. 18 reported progress on its algebra pathway goal and the Board of Trustees accepted the superintendent’s monitoring report after an explanation of both gains and remaining gaps.

Superintendent José Segura told trustees that the district’s goal progress measure for sixth‑grade accelerated mathematics showed evidence the district is on track: 24% of sixth‑grade students identified as economically disadvantaged completed the district’s introductory accelerated math course in 2024–25, up from 21% the prior year and meeting the current‑year target.

The district’s academic team and the superintendent described several reasons for the increase: more sixth‑grade classes were located on middle school campuses in 2024–25 (offering broader course options), the implementation of Senate Bill 2124 broadened access so that a larger cohort could be enrolled in accelerated coursework, and the district is building tools and assessments to better track students’ progress through accelerated pathways.

Dr. Mary Anne Maxwell, assistant superintendent of academics, and Danielle Perico, director of STEM, told trustees that while overall enrollment and completion rose, some student groups did not meet targeted gains. The monitoring report singled out Hispanic/Latinx students who are economically disadvantaged and emergent bilingual students with economic disadvantage as groups still needing additional supports. Perico said some students identified for the course through new automatic‑enrollment rules did not persist to completion at the same rate as peers, and that course‑failure rates — while overall low — were higher for economically disadvantaged students (an overall pass rate of 98% districtwide, with a 94% pass rate among economically disadvantaged students in this course).

District staff described several concrete next steps: developing better campus‑level tracking tools and curriculum‑based assessments, expanding targeted professional development for teachers of accelerated math, expanding MTSS (Multi‑Tiered System of Supports) scaffolds within accelerated classrooms, and scaling pre‑year “bridge” programs intended to prepare identified students for the accelerated class. The district said 215 students were invited to the first bridge pilot and 55 enrolled; staff will track those students through the year.

After the presentation, Secretary Gonzales moved to accept the monitoring report; Trustee Quintana seconded. The motion passed; the board recorded that the monitoring conversation was complete and accepted the superintendent’s summary of the district’s current reality relative to its algebra goal.

Ending: Trustees asked staff to return with improved tracking tools and more frequent campus‑level progress detail in future monitoring reports so the board can see whether targeted interventions narrow the gaps identified for specific student groups.","At the Sept. 18 information session Austin ISD administrators and trustees discussed the district’s middle‑school algebra goal. The district reported a rise from 21% to 24% in sixth‑grade students identified as economically disadvantaged who completed the accelerated math course, meeting the year’s target; trustees accepted the monitoring report.",{"_33":113,"_35":36,"_37":38,"_39":114,"_41":115,"_43":116,"_45":117,"_47":118,"_49":119,"_51":120,"_53":121,"_55":56,"_57":58,"_59":122,"_61":62,"_63":64,"_65":123,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6463230,"Parents and community urge Austin ISD trustees to pause school consolidations; Wynn Montessori and Becker Elementary prominent in testimony",4320,1815000,6135000,"/Search/View?dp=1&key=5785955-4fe7f471fb3cffc3a17b9734ca81cf84&start=1815&end=6135","https://assets.pipeline.soar.com/5785955-4fe7f471fb3cffc3a17b9734ca81cf84/thumbnail_1815000.jpg","/articles/6463230/Texas/Parents-and-community-urge-Austin-ISD-trustees-to-pause-school-consolidations-Wynn-Montessori-and-Becker-Elementary-prominent-in-testimony","https://secure.pipeline.soar.com/6463230-eacaf76d678b0d9757f8daeb2f24d8fb/orig.mp4?Expires=1773558137&Signature=ZhHpzPocUykc~hCTzawbH6bP8TNYb1jeMwpz-SIG9ppywmdFtp9tiLAn~YWTlErZiWw5rV63uBOSGhwmlsfqeA2EcUVmhPNBRXYmnw-jSLgrLv3BpRZTjjUwyGhHkB7ZnNnlWM-L34w4wwOyTGHBcNvsGvhAvHy0VsbqFy1A5XdCtUonVlfNEjZITUjd9ViLz9DqCbfZ1EmRCFVhgUy6nhKfy3wC44zMn5QCsJiypjbgCq9qQQwcGw2vQ9V1GLhGI6cwjB84RXEMY3NpM4-hQYQtgFXDcibSYdBKKf7AWR7Rx~rxAe-eeRP8CwfE-WIqE8xnvSFUZ9YI9QpicF6Iqw__&Key-Pair-Id=KUT5TJCACFTXG","Austin — Dozens of parents, educators and community members told the Austin Independent School District Board of Trustees on Sept. 18 that planned school closures and consolidations risk disrupting student progress and community programs and asked trustees to delay or modify the district’s plan.

Speakers urged the board to postpone votes and to require stronger, measurable academic supports before facility changes take effect. Many public commenters pressed trustees to spare Wynn Montessori, the district’s Montessori and dual‑language option, and Becker Elementary, a neighborhood dual‑language campus, saying both schools show signs of progress and strong community demand.

The appeals opened during the board’s public‑comment portion of an information session. Speakers delivered one‑minute statements under the district’s public‑comment rules and many also left recorded messages. Whitney Hazelmeier, a Wynn parent, told trustees, “It’s between disruption and stability. Please choose stability.” Multiple callers said Wynn has a long waiting list; a speaker identified as a Wynn parent said the school has “a 200‑student wait list and over 40% transfer‑in ratio.”

Becker parents described the campus as a low‑cost, high‑performing dual‑language model. “Heritage families make up over 62% of Becker’s population,” parent Alicia McLean said in a recorded message, and several callers said families moved into neighborhoods to access Becker’s wall‑to‑wall Spanish immersion program. One parent said removal of the Becker program would push families to private schools or neighboring districts.

Other speakers urged a district‑wide moratorium on closures until the district presents a clear academic plan and demonstrates the supports that would follow any facility actions. “We urge the board to call a moratorium on all school consolidation and closures to allow all of the district’s energy and resources to focus on providing assistance and support to all of our schools in academic trouble,” one speaker said.

Community members also raised historic preservation and equity issues tied to campus facilities. Aura Houston, a 1961 graduate of the original L.C. Anderson High School, asked the board to preserve Yellowjackets Stadium and to honor commitments made in the 2022 bond. Others who identified themselves as alumni and longtime East Austin residents said stadium upgrades promised to the community had not been delivered and urged trustees to honor those commitments.

Board members did not take final action on consolidation or closure decisions at the information session. Trustees and district staff repeatedly told the public that a formal plan and supporting documents would be released publicly prior to the district’s October and November meetings, and that questions about TEA turnaround approvals and projected savings would be posted on the consolidations website.

Speakers and recordings cited specific local details: a Wynn parent and several callers described improvements in student growth and staff morale at Wynn under its current principal; Becker callers described strong parent volunteer programs such as a garden classroom tied to local colleges; other parents cited research about the negative academic and social impacts of school closures. Many asked for more time for public review and additional opportunities for community input before any vote.

District officials told the board they will post additional documentation and data about the consolidation process and said staff were working with demographers and the Texas Education Agency on required approvals and timelines. Trustees and staff also discussed whether to request extensions from the TEA for turnaround plans where campuses show credible progress.

The public‑comment session concluded with the board acknowledging the volume of testimony and promising to continue community outreach as the district finalizes consolidation proposals and related academic and financial plans.

Ending: The district’s formal consolidation plan and any ordinance or boundary changes are expected to be posted in coming weeks, and the board indicated votes on specific closures or consolidations would follow the public‑release and comment periods required by policy and state law.","At an Sept. 18 information session, dozens of parents and community members urged the Austin ISD Board of Trustees to delay or alter a consolidation and closure plan — citing student disruption, progress at turnaround campuses and the value of dual‑language and Montessori options.","actionData","errors"]

Article not found

Austin ISD trustees debate scorecard changes and monitoring workload; administrators to provide revised draft

Austin ISD reports near‑complete compliance on TEA agreed order; 96 of 99 deliverables finished, district says

Austin ISD reports jump in industry‑aligned course completion; trustees accept CCMR monitoring report

Trustees accept algebra monitoring report; district says middle‑school accelerated enrollment and completion rose to meet annual target

Parents and community urge Austin ISD trustees to pause school consolidations; Wynn Montessori and Becker Elementary prominent in testimony