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Executive directors outline campus rotations, dual-language redesign and literacy, special ed priorities
Summary
Multiple executive directors described planned on-campus rotations, PLC time, MTSS/RTI interventions, a dual-language redesign (shift from 50/50 toward a 90/10 model in early grades), expansion of pre-K at some campuses and continued literacy and math curriculum work.
Trustees heard a coordinated set of briefings from executive directors detailing how district administration will support campuses in the coming year.
High-school support: an executive director described a two-week rotation across high schools to protect PLC time, conduct classroom observations and provide instructional leadership coaching. The director emphasized CTE supports, industry-based certification (IBC) completion, and CCMR coordination to keep high-school students on college, career or military pathways.
Middle and elementary priorities: a middle-school director said they will spend full days weekly at priority campuses (Resnick, Scobey, McAuliffe, McNair) focused on tier 1 instruction and targeted improvement plans; student-support coordinators will co-teach and model small-group interventions. An elementary director described TEKS-alignment walks, classroom observation cycles, and continuation of literacy work from a prior 'strong foundations' grant to sustain science-of-reading practices. The elementary director described a dual-language redesign changing the English/Spanish balance (formerly 50/50) toward a 90/10 literacy model that emphasizes native-language foundations to ease English acquisition.
Special programs and staffing: presenters said pre-K 3 classes are at Indian Creek and a class will be added at Creewel(d) Road (possible multilevel if numbers require it); library services will move under learning innovations with a named librarian overseeing campus librarians; the fine-arts program added staff to allow music and art at Creewel Road School of the Arts. A special education director said the office aligned goals with curriculum leads, identified four focus areas (including compliance and family engagement), assigned coordinators to campuses and added a director of operations to improve campus coordination, with special attention to campuses covered by the Strong Connection grant (Legacy, Resnick, Spicewood).
Board follow-up: trustees asked for more frequent briefings and suggested reinstating a curriculum subcommittee to receive detailed updates between full-board meetings. These presentations were informational; no binding actions were taken at the meeting.
