Harmony Public Schools staff presented a targeted improvement plan for Harmony Science Academy Austin and asked the board to authorize submission to the Texas Education Agency.

The presentation, led by Mustafa Al Findad, area representative for Harmony Public Schools Central Texas, summarized the campus's accountability history, current interim assessment results and two prioritized focus areas developed with Region 13: developing instructional leaders with clear roles and responsibilities (lever 1.1) and strengthening data-driven instruction (lever 5.3). Mustafa Al Findad described the campus as Harmony's first Austin campus and said the TIP would be submitted to TEA if the board approved it.

Why it matters: The campus has been identified for targeted improvement by TEA because of low performance on a specific accountability domain. The plan sets numeric short-term goals that district staff say will move the campus toward the state's passing threshold and eventual removal from TIP oversight if gains are sustained.

Key details
- Accountability history and goals: Presenters said the campus posted a rating of 83 (B-level) in 2021-22, had no statewide rating in one year after COVID-era adjustments, and an internal score of 74 in a later year. District presenters stated the campus's internal STAR domain goal for the current year is a domain score of 35 (scaled score 60) with interim goals set for Interim 1 and Interim 2.
- Instructional plan: The TIP focuses on weekly data- and progress-review meetings, practice-based professional development, biweekly instructional leadership team (ILT) professional practice sessions, PLCs focused on data analysis, and data-to-action meetings after major assessments.
- Interventions and supports: Presenters described expanded after-school and Saturday tutorials, added interventionist positions and use of Harmony's adopted curricular materials and intervention software (examples cited during the presentation include Go Math and HMH literacy resources). The campus principal emphasized a focus on teacher collective efficacy and growth to grade level.
- Community input: Presenters said they held stakeholder meetings (parents, teachers, students) and received feedback used in drafting the TIP submission to TEA.

Board action and next steps
A board member moved to approve the TIP and another board member seconded the motion; the transcript records the motion and second but does not record the roll-call vote or the explicit final outcome for this agenda line. Presenters said, if approved for submission, the district would file the TIP with TEA before the February deadline.

Campus profile and equity context
The presenters described the campus as largely Title I and English-learner heavy; at one point a campus enrollment figure of 747 and an ESL percentage near the high 90s were referenced during discussion. Presenters emphasized high levels of poverty and English-learner status and noted that those demographics shaped intervention priorities.

What remains open
The transcript records board discussion of numeric goals and TEA exit criteria; presenters explained TEA requires the campus to perform at higher levels in two consecutive years relative to the year it entered TIP to exit oversight. The transcript did not include a formal roll-call vote on the motion in the provided excerpt.

The board requested follow-up reporting; presenters said they expected to return with interim results and (if the campus meets its goals) would welcome board visits.