Christine Ann Clark

This District of Innovation Plan provides Princeton Independent School District with exemptions from specific provisions of the Texas Education Code. The plan aims to inspire and enable each student to achieve their full potential by focusing on creating child-centered campuses, recruiting and retaining qualified staff, fostering community involvement, and managing growth. Key areas of exemption include flexibility in the first day of instruction, teacher certification requirements, extension of probationary contracts, staff development, class size limits for Pre-K to Grade 4, and student transfer policies, all designed to meet the unique needs of the local community and students.

The meeting began with the administration of the Pledge of Allegiance and a prayer focusing on wisdom and clear judgment for decision-making. A significant portion of the meeting was dedicated to recognizing middle school science fair winners across life science, physics, and chemistry categories, with overall winners receiving a Chromebook. Public comments included a discussion regarding teacher dress attire, advocating for professional dress to set an example for students. Another public comment raised concerns about the recently awarded LASSCO lift grant, emphasizing the immediate timeline for implementing state-approved instructional materials, which include substantial religious and Christian-based content (Blue Bonnet curriculum), and the potential impact on classroom flexibility. Information items included construction updates for the middle school (gym flooring installation, ceiling install, painting), Carol Elementary School (playground equipment install, VCT install, fixture install, painting), and preliminary site work for the new Abbott and Tally elementary schools. The board also reviewed curriculum updates, highlighting significant percentile growth in both math and reading MAP scores district-wide, noting that math scores increased by 10 percentile points and growth was in the 69th percentile.

The special meeting commenced after establishing a quorum and conducting the pledge of allegiance and invocation. The primary discussion focused on agenda item five, the annual goal setting workshop, specifically regarding district goals related to special education, particularly the inclusion model. There was significant discussion about the effectiveness of the current inclusion model versus traditional resource classes, with several members expressing concern that inclusion may be slowing down learning for some students and not adequately addressing the needs of special education students. A motion was made to strike the specific reference to 'inclusion' from the goal, allowing for data collection and a future discussion on the special education program, including the bilingual program. Another key topic involved reviewing and potentially revising the district's discipline plan, with discussion around whether to continue the current plan or investigate alternative disciplinary actions, especially in light of recent parental concerns regarding bullying and drug use on campus.

This document outlines yearly target goals for closing achievement gaps across various student groups and focuses specifically on an Early Childhood Literacy Board Outcome Goal. The primary objective is to increase the percentage of 3rd-grade students scoring at or above grade level on STAAR Reading from 40% to 53% by June 2027. Key initiatives include training new teachers in phonics curriculum, utilizing dyslexia and reading academy coordinators for K-3 teacher training, administering and analyzing diagnostic assessments three times per year, and allocating teacher workdays for collaborative lesson planning and targeted professional development.

The meeting included old business discussions regarding a presentation from Lori Tashler of BasePoint Academy about partnership services. A significant portion of the discussion focused on the elementary counseling curriculum, specifically the proposal to transition from Character Strong to Changemakers (Momentous Institute). Reasons cited for the change included the need for more tools to support student Executive Functioning Skills and the cost-effectiveness of the proposed program. District updates covered ongoing vision and hearing screenings, the success of newly introduced entree salads and food waste reduction efforts in Nutrition Services, and Counselor Appreciation Week observations. New business involved a second look at the Changemakers curriculum, which requires modification to address state law changes regarding DEI, and the formal recommendation to the Board. The group also set the SHAC Calendar for the 2026-27 school year, maintaining the same schedule, and discussed updates on screenings, bullying prevention language, and a coat drive completion.