At the work‑study session, the Carrollton‑Farmers Branch ISD Board of Trustees drafted and adopted an optional fourth student outcome goal focused on fifth‑grade math. After discussion among trustees and district staff the board agreed on language to frame the goal: “Fifth‑grade students achieving meets or higher on the district math assessment will increase from [baseline] to [target] by 2030.” The meeting transcript shows trustees agreed to the grade and subject (fifth‑grade math) and left the exact numeric baseline and target blank for the superintendent and her team to calculate based on the district’s assessment choice.

Trustees debated whether to specify a subgroup (for example, emergent bilingual students or economically disadvantaged students) or to keep the goal broad for all fifth‑grade students. After discussion trustees chose the broader formulation so the superintendent can set goal progress measures (GPMs) and identify high‑leverage subgroups and strategies. Trustee discussion cited district data showing a concentration of students who did not meet standards in fifth grade, and trustees and trainers emphasized that focused interventions in foundational content (fractions/rational numbers) in elementary grades are predictive of later algebra readiness.

The board instructed Superintendent Eldridge and staff to develop 1–3 goal progress measures for the adopted goal and return with a monitoring plan. The transcript records that administrators will present the superintendent‑recommended GPMs to the board in early September 2025 (the meeting referenced: September 4), and trustees scheduled a separate workshop on guardrails and values later in September (the transcript references a September 18 guardrail discussion). The trainers and trustees discussed that progress measures should be measurable multiple times per year so the board can determine whether to adjust strategies and resource allocation.

The meeting did not include a formal roll‑call vote on the goal in the transcript; the adoption was recorded by consensus during the work‑study session. Trustees and trainers noted that the district currently uses STAR and other assessments and that if the district changes assessment vendors or measures, the district will recalibrate targets at that time.

The superintendent was directed to return with GPMs, evidence that proposed strategies are likely to shift outcomes, and a timeline for implementation and reporting.