Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Education Strategy topic
No spam. Unsubscribe anytime.
District advisers outline 'System of Great Schools' plan, set March 2026 goal to submit North Star
Summary
District leaders and an outside advisor presented the System of Great Schools (SGS) initiative, explaining a yearlong process to analyze 'quality seats,' set a North Star goal and develop campus-level plans; trustees asked for comparative examples and further data.
A district presenter briefed the Pflugerville Independent School District board on the System of Great Schools, a yearlong strategy the district has begun to use to evaluate and improve campus-level instruction and leadership. The presenter said the district will conduct a "quality seats analysis" to determine which students are in high-quality (A/B) campuses and which are not, then develop campus plans and progress-monitoring systems for implementation.
"What is a quality seat? It literally is the chair a child sits in that defines the experience they have in the schools in Pflugerville ISD," said Scott Murray, a consultant with the ILO Group, who outlined SGS’s emphasis on campus-level improvement, a proposed North Star goal and a timeline of quarterly deliverables.
The presenters said the district’s baseline shows roughly 50% of campuses are rated A or B and about 58% of students attend those campuses; that baseline will inform an ambitious North Star goal the board is expected to review and vote on in the January–February timeframe ahead of a March 2026 TEA submission deadline.
Trustees pressed for greater clarity and examples. "Is there a way to take what we got at the summit and see how QSA data has driven other districts?" asked a trustee, requesting concrete comparisons and visual examples to help the board understand possible outcomes. The district said trustees will receive deeper QSA results in quarter two and that staff will provide comparative examples and prototypes as the analysis is completed.
Trustees also asked whether participation in SGS carries any downside. The presenter said participation requires investment of staff time but provides rapid, externally supported analysis and coaching that the district would otherwise take longer to develop internally.
The district framed SGS as integrated with existing district priorities—"3 E focus" and the district’s stated drivers of belonging, pathways, innovation and execution excellence—and emphasized stakeholder engagement across staff, families and the board. The board invited staff to return with QSA outputs, district comparisons and recommendations for how the district might translate the analysis into campus-level actions.
