Victoria Adebo

This document outlines the strategic governance framework for the Del Valle School District. It focuses on empowering students to be innovative thinkers and providing a future-ready, culturally responsive academic foundation. Key priorities include clarifying roles for the School Board, Superintendent, and community, and implementing the Long Star Governance program to achieve district goals, such as improving student outcomes by nearly 30% over the next five years, guided by community values and expectations.

Del Valle ISD's strategic direction is centered on empowering students to become critical thinkers and innovative world-class visionaries. Its mission is to cultivate a bi-literate, culturally responsive, and future-ready academic foundation by providing diverse, real-world educational opportunities. The document details the comprehensive academic offerings, advanced course pathways, post-secondary credit options, and specialized student programs designed to achieve these foundational goals and prepare students for success.

This document presents a progress monitoring report for a set of Board Goals aimed at enhancing student academic outcomes and readiness. The primary goals include improving early literacy, early mathematics, 7th-grade mathematics proficiency, and college, career, and military readiness by August 2030. The report details performance metrics, identifies strengths, and outlines areas for improvement focusing on curriculum, instruction, professional development, and targeted interventions across all grade levels to accelerate student progress.

The document outlines specific goals and strategies for enhancing early literacy outcomes for students in Kindergarten through 3rd grade. Key initiatives include improving MAP English and Spanish Reading scores by June 2028, addressing challenges in vertical alignment and biliteracy program implementation, and optimizing progress monitoring and small group instruction. Strategies involve fostering vertical team collaboration, providing targeted differentiated instruction, and delivering comprehensive teacher support and coaching. The overarching vision is to significantly increase the percentage of students achieving grade-level proficiency in reading, thereby strengthening foundational literacy skills.

This document is an application seeking approval to delay the full implementation of teacher certification requirements for a District of Innovation until the 2029-2030 academic year. It outlines a transition plan from 2025-2026 to achieve compliance with House Bill 2, focusing on gradually reducing the number of uncertified teachers in foundational subjects. Key strategies include establishing partnerships with Educator Preparation Programs and providing mentorship. The plan aims to support teacher retention, maintain staffing stability, and ensure structured compliance with new state regulations.