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NEISD presents Academy of Creative Education redesign to boost on‑time graduation and attendance
Summary
District leaders detailed an ACE redesign centered on four pillars — safety/health, connection, support systems and student experience — plus a 'Focus to Achieve' pilot that uses middle‑to‑high‑school credit acceleration and a watch list to prevent credit loss and increase graduation rates.
District leaders presented a multi‑part update on the Academy of Creative Education (ACE), a nontraditional pathway NEISD is expanding to support on‑time graduation by emphasizing prevention, attendance and career integration.
"We identified four pillars — foundation, connection, support system and experience — that organize our attendance playbook and improvement strategies," said Dr. Esmeralda Munoz, executive director of learning support services. The pillars group proven campus practices and create a consistent approach to credit protection, recovery and early intervention.
Administration described a tiered watch list that uses attendance, behavior and academic indicators to flag students who may need earlier intervention. The district is piloting a "Focus to Achieve" middle‑school model that combines seventh and eighth grade coursework with accelerated high‑school credit opportunities and additional adult supports. That pilot aims to place students on a path that reduces the need for summer school and increases the chance of graduating on time.
Mr. Gloga, ACE director, detailed flexible enrollment and capacity: "I think our current enrollment right now is around 88 students," he said, noting rolling enrollment and monthly new‑student orientation classes. He added the program served more than 200 students over the year and graduates roughly 70–80 per semester, and that current space and staffing could absorb an additional 30–40 students at a time.
Trustees asked how ACE supports teachers delivering intensive one‑on‑one instruction. Presenters explained instructional coaches, academic deans and team‑teaching models provide in‑class support and that professional development is being used to sustain practice across campuses. Board members emphasized the need to protect teacher well‑being while scaling promising classroom strategies.
Administrators said ACE services are intended for students facing life events or barriers that impede success at traditional campuses — including students who are primary breadwinners — and that the program offers flexible scheduling, rolling starts and career integration to meet diverse student needs.
Trustees did not take formal action on ACE during the meeting. They asked for follow‑up materials and data to be shared with the board and community so members can assess scale and resourcing as the district expands pilots to additional campuses.
