[{"_1":2,"_111":-5,"_112":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,75,87,99],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},"mediaId",6606298,"mediaKeyId","2965788-31c83773868c541c309b5bdc5f4ad05b","parentId",2965788,"title","Parents, students urge reinstatement of Ann Richards principal as board hears mixed public comments","audioSeconds",1159,"startMs",1060000,"endMs",2219000,"viewUrl","/Search/View?dp=1&key=2965788-31c83773868c541c309b5bdc5f4ad05b&start=1060&end=2219","thumbnailUrl","https://assets.pipeline.soar.com/2965788-31c83773868c541c309b5bdc5f4ad05b/thumbnail_1060000.jpg","articleUrl","/articles/6606298/Texas/Parents-students-urge-reinstatement-of-Ann-Richards-principal-as-board-hears-mixed-public-comments","mediaUrl","https://secure.pipeline.soar.com/6606298-5a2d190960aa6272d4c6c1835f3ca35d/orig.mp4?Expires=1770432688&Signature=IXkscX~vFV5YL3IwVmNRCubFKsGnfcH92kyEPS~7HMEN~m-mTkNZAZGh-LRiGH0m2ewGmT~3qntgAyrj5PgIPcr54n6n0LFafp2sA-iIqF~3u2B-8-6g2jvoEYiw5YBnUWX5Sh5HWAiTMDa0KHBvHBNDwbcBAwyTutPI~F8Z2PoSJDPL9mUWN2KwGC44i1~1JoH~JsqJxJtELrKC0wAAZKKr961DAaUR1yjzQNjxzJTd9XbJX~Chka2B7-LWOBxb3qJbmGSceunh0KpjHCaLUZ~Qw70cKGp00pv3evWPWjMnxp1mi9WseYOFsvOZzdxSLvzPCZqMjTNFcj5yVetjYA__&Key-Pair-Id=KUT5TJCACFTXG","author","","date","2025-04-12T01:53:24Z","article","Dozens of students, parents and teachers spoke at the April 12 information session urging the Austin ISD Board of Trustees to reinstate the principal of the Ann Richards School for Young Women Leaders after the principal rescinded a resignation.

Students and parents described the principal as a stabilizing force who had strengthened school culture. “She went to every single school event from staying late at basketball games to driving across the city to watch a three hour long mock trial competition,” said Iris Nicholson, a senior at Ann Richards. “She made flashcards to memorize every single junior's faces so that she would know them when they walked across the stage at graduation.” Several parents said they planned continued advocacy and legal support if necessary to retain the principal.

Contrasting concerns: Other callers, including parents of students with disabilities, urged the board not to reinstate the principal and said they had documented incidents in which students with special needs were mistreated. One caller said the district investigation supported separation. These callers asked the trustees to weigh the safety and rights of vulnerable students when considering any decision.

District process and closed session: Trustees confirmed the matter was scheduled for discussion in a closed executive session later the same night. Trustees and district legal staff reminded the public that personnel matters of this nature must be handled in executive session because of confidentiality, and said there are grievance policies the public may use if they want to raise concerns.

Context and next steps: Trustees heard public testimony describing both vigorous support for the principal and serious allegations about student mistreatment. The record shows the district received a rescinded resignation from the principal and community members asked trustees to allow the principal to address the board. Trustees did not take a public vote on personnel actions during the April 12 information session; they referred the matter to executive session and indicated it will be handled under applicable policies and confidentiality rules.

","mediaType","Video","parentTitle","Board of Trustees Information Session: April 10, 2025","oneSentenceSummary","Dozens of students, parents and teachers spoke at the April 12 Austin ISD information session urging the board to reinstate the principal of the Ann Richards School for Young Women Leaders; other callers alleged prior mistreatment of students with disabilities and asked trustees to prioritize safety.","taxTitle","AUSTIN ISD, School Districts, Texas","taxId",12954,"location","Texas","headline","shortSummary",{"_33":76,"_35":36,"_37":38,"_39":77,"_41":78,"_43":79,"_45":80,"_47":81,"_49":82,"_51":83,"_53":84,"_55":56,"_57":58,"_59":85,"_61":62,"_63":64,"_65":86,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6606301,"AISD weighs fast-track turnaround options for Dobie/Adobe amid community outcry",1352,194000,1546000,"/Search/View?dp=1&key=2965788-31c83773868c541c309b5bdc5f4ad05b&start=194&end=1546","https://assets.pipeline.soar.com/2965788-31c83773868c541c309b5bdc5f4ad05b/thumbnail_194000.jpg","/articles/6606301/Texas/AISD-weighs-fast-track-turnaround-options-for-DobieAdobe-amid-community-outcry","https://secure.pipeline.soar.com/6606301-1b9317ba75983960633719fdec95f3fa/orig.mp4?Expires=1770432688&Signature=hWK6gbClEa3H92~KHH8QpjDKvCBNed2jbKKr1R3xPlXn5bGhYTHWG15C~Zfx~uOmssZ7UwItye~S-l9HkvbiKkUGJ3DHSeaLvaqD2ltZGVuihvC2d1hUV1nwR8WMuP8LmBDSRqDZikdqbtcxkorGnU1-AsUIcfjDxu5mw4gz6uY~31Vdjf86vh5BgkaDBcSLN6HsRr4Lqjuvapi4YD87Sbka4dDnaFmpEHpf6xrPrNAXkJifzJQEAw0zeLP6GTSwHLxsA5qlsCBWhXg9v4yLNcy3C07DSNRPe59oSplwYWJqG3hjUt8dxsZqhLPE1qJrCw751zq331mCWcvtEO5Q3A__&Key-Pair-Id=KUT5TJCACFTXG","Hundreds of community members urged the Austin Independent School District trustees on April 12 to preserve programs and staff at Adobe/Dobie Middle School as the district prepares a turnaround plan required by the Texas Education Agency (TEA).

Speakers from Adobe and the Rundberg neighborhood — teachers, students, parents and community partners — described thriving band, theater, mariachi and wraparound services. “At Adobe, we have many thriving fine arts programs... How can we guarantee that wherever you would send our community, they will have equitable opportunities to participate in the same activities?” asked Lainie Gilbert, Dobie Middle School theater director. Tatiana Brown Gomez, an Education Austin member and teacher at Adobe, urged trustees: “I ask that Adobe's plan keep the same career focused ace programs, esports, cosmetology, barber academy, culinary, and medical academy.”

Why it matters: Superintendent Mateus Segura told trustees the district must deliver a TEA-approved turnaround plan on an unusually compressed schedule after the agency’s interpretation of federal accountability timelines left less planning time than in past turnarounds. Segura said the district started community engagement in December and had pursued a supplemental federal grant (“lasso grant”) to fund an agreed middle‑school support package, but snapped timelines and a late TEA clarification accelerated the process.

What the superintendent said: Segura told trustees the district had initially expected more planning time but learned in late February and March that TEA expected implementation by August 2025. “We had 1 less year and that the timeline for implementation of the turnaround plan had to be August of 2025,” Segura said. He told the board he wants to submit a plan that TEA will accept rather than risk rejection and a more severe intervention.

Options under study: Segura described categories of state‑acceptable responses that the district is evaluating for Adobe/Dobie: (1) a charter partnership/restart with a TEA‑approved turnaround partner, (2) permanent closure and boundary adjustments so affected students attend higher‑rated campuses, or (3) a temporary closure and creation of a different campus model (for example, a reimagined program such as K–8 or magnet-style restart) after reassigning students to A/B‑rated campuses while rebuilding. He emphasized each option has different execution risks, requirements for receiving schools’ capacity and implications for students, staff and facilities.

Community process and next steps: The superintendent said the district will continue community engagement and had scheduled a public meeting for Monday, April 14 (district staff will present the options and collect feedback), and a turnaround survey that closed April 15. The board’s next voting meeting is April 24; Segura said the district will present a plan for board consideration then. He said the district would pursue solutions that keep programs and access for students wherever possible and urged community participation in the April meetings.

Public comment in context: Many speakers asked trustees to preserve Dobie’s offerings and leadership, citing gains under current principal Miss Walker and partnerships such as Austin Voices and Communities in Schools. Students described increased engagement and success from fine arts and athletic programs; parents and staff cited stability and teacher retention as factors in student growth.

What the board said: Trustees repeatedly asked clarifying questions about timelines, the legal options the commissioner may impose if a school remains low‑performing on federal/state measures, and the feasibility of each scenario. Trustee Hunter summarized: “Schools get grades...We have possibly three F’s. The state says kids have to be in a high‑rated school. Now we’re between a rock and a hard place.” Several trustees urged a plan that centers students and preserves effective programming where possible.

Forward look: The district will collect community input on April 14 and through the April 15 survey, and return to the board on April 24 with the recommendation(s) it believes TEA will accept. Segura said he will aim to submit a plan TEA will approve on the first try to avoid further escalation that could reduce the district’s control over any resulting changes.

","Hundreds of community members urged the Austin Independent School District trustees on April 12 to preserve programs and staff at Adobe/Dobie Middle School as the district prepares a turnaround plan required by the Texas Education Agency (TEA).",{"_33":88,"_35":36,"_37":38,"_39":89,"_41":90,"_43":91,"_45":92,"_47":93,"_49":94,"_51":95,"_53":96,"_55":56,"_57":58,"_59":97,"_61":62,"_63":64,"_65":98,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6606287,"Board accepts monitoring reports on math numeracy and discipline disparities; trustees vote to accept two reports",1095,5902000,6997000,"/Search/View?dp=1&key=2965788-31c83773868c541c309b5bdc5f4ad05b&start=5902&end=6997","https://assets.pipeline.soar.com/2965788-31c83773868c541c309b5bdc5f4ad05b/thumbnail_5902000.jpg","/articles/6606287/Texas/Board-accepts-monitoring-reports-on-math-numeracy-and-discipline-disparities-trustees-vote-to-accept-two-reports","https://secure.pipeline.soar.com/6606287-650ba19c7537b4334aa09d90a021fd32/orig.mp4?Expires=1770432688&Signature=Mf5US8vE0incdEMmOMdd4vM0awmX78lyfpTHNLEoP2aGrpTQenlMigroutBkgRdnppmEJ~1jIgpNAhw-ZWiGIBx8hyEDjjWOFujHbTTKNexpruCuzaRKhN4hdDJ-zKi4M91AD-rcSjqUmxw3J0IaWH6kISPOuCy-sPqVa-4mPJ5gU0AjR3u0uIdkXmjwivR1oBChHEtlSSd7u--L8JRX6tyfmm0EBXw7RR3X9229MVo5RGja5RDciGgn~WKDEDeGEDCNXDN~S-CLHjZiDtM~tyYKJhDq25QKrEgKjPkoSkPA0jYUuSETxsQWFBoDT0Cy1iiQ0JShtCVv0kyPtWJDTA__&Key-Pair-Id=KUT5TJCACFTXG","The Austin ISD Board of Trustees accepted two monitoring reports during the April 12 information session: a monitoring report on second‑grade numeracy (Goal Progress Measure 2.1) and a report on disparity rates for exclusionary discipline for African American students and students receiving special education services (Constraint Progress Measures 5.2 and 5.3).

Numeracy report (Goal 2.1): District staff presented data on second‑grade students scoring in the intervention range on the NWEA MAP math screener and described a renewed focus on early numeracy, MTSS, teacher professional learning and a stabilized core curriculum (STEMScopes). Dr. Maryanne Maxwell and Jennifer Pace summarized root causes including post‑COVID learning gaps, frequent curriculum changes in recent years, and gaps in math‑focused family materials and manipulatives. The administration said it is implementing a structured professional‑learning sequence, increasing instructional coaching, auditing hands‑on materials and refining tier‑2/tier‑3 intervention materials to reduce the percentage of students who qualify for intervention.

Discipline report (Constraint 5.2/5.3): The district reported mid‑year data on disparity rates for exclusionary discipline (ISS, OSS and other removals). Staff said districtwide disproportionality for African American students was approximately within the district target and that district leaders had identified rising counts in certain incident categories — especially fights — that increased total disciplinary actions across multiple racial and program groups. Presenters said they are calibrating coding, expanding MTSS and restorative practices supports, increasing campus‑level supports such as instructional coaches and interventionists, and reconciling discipline and attendance records to reduce “shadow discipline” (unreported removals).

Board votes: Trustee Quintana moved to accept the numeracy monitoring report; Trustee Hunter seconded. The motion passed with trustees on the dais voting in favor. Later the board voted to accept the discipline monitoring report; Trustee Quintana moved and Trustee Lily Chu seconded. Trustees voted to accept the report; the board announced the motion passed.

What the board asked: Trustees pressed the administration for root‑cause detail and for metrics that will show whether interventions result in durable change — for example, longitudinal tracking of students who move between MTSS tiers and data on independent educational evaluation (IEE) rates and whether escalation of certain incident types affects disproportionality. District staff said supervisors review a sample of evaluations and that the discipline team will perform additional audits and reconciling to ensure accurate reporting.

Next steps and follow up: The district said it will continue training for teachers and leaders; expand access to math manipulatives and STEMScopes supports; and pursue root‑cause analyses of disparity outcomes, particularly for African American students and students with disabilities. Trustees requested ongoing updates and asked that the district return with additional KPIs showing longitudinal movement across intervention tiers and reconciled discipline records.

","Trustees accepted two monitoring reports on April 12: a numeracy goal progress measure focused on second‑grade math intervention rates and a constraint report on disparity rates for exclusionary discipline for African American students and students with disabilities.",{"_33":100,"_35":36,"_37":38,"_39":101,"_41":102,"_43":103,"_45":104,"_47":105,"_49":106,"_51":107,"_53":108,"_55":56,"_57":58,"_59":109,"_61":62,"_63":64,"_65":110,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6606292,"Austin ISD reports progress on special education strategic plan under TEA agreed order",386,1922000,2308000,"/Search/View?dp=1&key=2965788-31c83773868c541c309b5bdc5f4ad05b&start=1922&end=2308","https://assets.pipeline.soar.com/2965788-31c83773868c541c309b5bdc5f4ad05b/thumbnail_1922000.jpg","/articles/6606292/Texas/Austin-ISD-reports-progress-on-special-education-strategic-plan-under-TEA-agreed-order","https://secure.pipeline.soar.com/6606292-89854180f55480fe3aa29249c2de7d57/orig.mp4?Expires=1770432688&Signature=bskzmjVsD-H~02wDCYKxmyvEvZ1FV6NCiKayq-eMQwz~vQhdEx03Yo8ED4A0yf9~X-OKyTd~wYT7Dd5dg1E6-L57Tso6fEKoBs9z3EdASlM37Kj5w8AqH8OPAWuiXmngffs1kaDHtS9Qy9WLT6z6DSyUptain-vEAYQi-fsC9kZTemzyedu4LwZfzi1TDl~HaB5D7by8~TFYEr~7HMa9sDiedNswX4eKtQ8-hnk3GlutIqfV5m2o8ji--cmL87L9F3C-FIrFsOPCrccb0P5Z2IpsdfRcutTcfR4XooBGoAS9nSfUJGs~gQsEnPlaD7p3tdjLmU54gANb6GcnsIhY3A__&Key-Pair-Id=KUT5TJCACFTXG","Austin ISD administrators delivered a quarterly update on the district’s strategic plan for special education — part of the district’s Texas Education Agency agreed order — highlighting hiring, training, family outreach and a planned data‑system migration.

What the district reported: Dr. Cherry Lee (interim assistant superintendent for special education) and staff told trustees that since January the district has completed more than 650 IEP audits and 30 formal campus walk‑throughs, produced an evaluation manual and family guide, and held a spring evaluation clinic that completed dozens of evaluations during spring break to help the district meet federal timelines.

Staffing and contractors: The department is converting many contracted evaluation and related‑services roles into district positions. District leaders said an initial phase of 17 full‑time positions was posted and more than 70 interviews had been held; additionally, speech pathologists’ calendars were extended to provide better summer evaluation coverage. The district said these changes are aimed at reducing reliance on contractors and improving continuity for families.

Family engagement and AAC: The special education team said it is expanding family events, transition‑focused sessions for families preparing students for life after high school, and an automated quarterly newsletter. The district also highlighted work by an augmentative and alternative communication (AAC) team that the district said has increased high‑tech AAC use by more than 300 percent since 2020 and trained more than 500 staff and 100 families.

Data system migration: The district has formed a cross‑department steering committee to move special education and Section 504 data to a new digital management system. Austin ISD said trainers will receive multi‑day sessions in May/June and the district plans a July “go live” with back‑to‑school support in August.

TEA oversight: The presentation was framed as a quarterly update required by the TEA agreed order; trustees asked questions about evaluation quality checks, independent educational evaluation (IEE) requests and ongoing recruitment. Staff said supervisors review a sample of evaluations weekly and that the district can report IEE rates, adding that there was no unusual spike that they have seen.

Next steps: District staff said they will continue hiring, refine onboarding for new clinicians, deliver targeted campus support and provide trustees with data on IEE requests and evaluation quality metrics in future updates.

","District leaders told the board they’ve expanded evaluations, added staff, created an evaluation manual and audits, and launched family engagement and AAC supports. The district is shifting contractors to full‑time staff and is implementing a new special education data system.","actionData","errors"]

Article not found

Parents, students urge reinstatement of Ann Richards principal as board hears mixed public comments

AISD weighs fast-track turnaround options for Dobie/Adobe amid community outcry

Board accepts monitoring reports on math numeracy and discipline disparities; trustees vote to accept two reports

Austin ISD reports progress on special education strategic plan under TEA agreed order