# data[].attributes.headline
Transfers & Boundaries / Traslados y límites de las zonas de asistencia

# data[].attributes.subject
Transfers & Boundaries / Traslados y límites de las zonas de asistencia

# data[].attributes.headline
Academic Programming - Elementary / Programación académica - Primaria

# data[].attributes.subject
Academic Programming - Elementary / Programación académica - Primaria

# data[].attributes.headline
Academic Programming - Secondary / Programación académica - Secundario

# data[].attributes.subject
Academic Programming - Secondary / Programación académica - Secundario

# data[].attributes.headline
Data Rubric / Los criterios de los datos

# data[].attributes.subject
Data Rubric / Los criterios de los datos

# data[].attributes.body
Curious to know what percentage of teachers are certified vs DOIs at our failing schools to non failing?  Also what is the district policy in supporting non certified teachers to be certified?  This could also be driving high volume of transfers.

# data[].attributes.body
I am incredibly supportive of the International Baccalaureate Primary Years Program, of which Bryker Woods Elementary has received the first certification of any AISD elementary school, after 3 rigorous years of teacher training, parent financial support, and student participation. It gives students transdisciplinary learning, critical thinking skills, inquiry based research skills and cultural worldview. As a former graduate of the IB program, I can attest to the curriculum’s supporting advanced academic growth and cultural sensitivity. Please highly consider this as you review academic success. Thank you

# data[].attributes.headline
Educación especial en escuelas primarias 

# data[].attributes.subject
Educación especial en escuelas primarias 

# data[].attributes.body
maestros de educación especial certificados y calificados en cada escuela

# data[].attributes.body
Enfermera de tiempo completo en cada escuela

# data[].attributes.body
apoyo a los padres en cada escuela

# data[].attributes.body
Personas y / o profesoras que hablan español / diferentes idiomas.

# data[].attributes.body
Ofrecemos pruebas y clases en el idioma nativo de los estudiantes.

# data[].attributes.body
Áreas especiales: arte, música, educación física en cada escuela.

# data[].attributes.body
Apoyo de salud mental en cada escuela en el idioma nativo de los estudiantes.

# data[].attributes.body
transporte para que las familias se involucren y participen

# data[].attributes.body
Campus dedicado a preescolar y kínder

# data[].attributes.body
Despensas de alimentos y armarios de ropa

# data[].attributes.body
Clínicas de vacunación y exámenes físicos disponibles en cada escuela

# data[].attributes.body
clases de alfabetización informática

# data[].attributes.body
Incluir a los padres en los procesos de inscripción y solicitud de clases, transferencias y programas especiales.

# data[].attributes.body
Servicios de traducción e interpretación para cada estudiante y profesor

# data[].attributes.body
Qualified/certified teachers and teacher's aides especially in SPED.

# data[].attributes.body
Kids should be able to go to their neighborhood school if they so choose.

# data[].attributes.body
I apologize that I haven’t been able to attend any of the events scheduled for this week. One of the outstanding questions that I had and asked a couple of weeks ago during an online session is what consideration, if any, will be given to the unique challenges that a neighborhood/school community has already experienced? For instance, let’s assume that a neighborhood in the last 10 to 15 years, after going through a closure process reluctantly agreed to close one of its neighborhood schools for the benefit of the district. Should that neighborhood community now be expected to give up yet another one when other neighborhood communities have never given up a single one? Will school board members be encouraged by staff to give consideration to such past sacrifices?

Similarly, what about past commitments from AISD? Some of our schools have struggled because of AISD’s historic refusal to use best practice and setting attendance boundaries. Public records show us which schools have effectively been gerrymandered. These schools have given up attendance boundaries to grow other schools, but have never had the benefit of having their attendance boundaries adjusted so that they could grow. Why? Because until now, AISD has essentially refused to consider attendance boundary changes. Is AISD going to consider this in making decisions regarding closure and consolidation?

Lastly, will staff be briefing present school board members on those commitments and obligations made to neighborhood communities by past school boards? (For instance, using the equity lens, past boards have agreed that if closure or consolidation has to occur that significant consideration should be given to protecting those schools that have demonstrated their ability to close the achievement gap.) If not, what avenues are left to neighborhoods who are counting on AISD to honor its past commitments? Each of these campuses have unique stories. However, some of them have more unique stories than others. Likewise, some schools have inherent resources that are unique to the present location and cannot be moved. How will school board members be made aware of these types of issues?

# data[].attributes.headline
Will re-zoning and boundary changes actually fix the problem?

# data[].attributes.subject
Will re-zoning and boundary changes actually fix the problem?

# data[].attributes.body
During the long range planning meetings the district was supposed to take action on inequality in its schools, yet nothing happened and here we are. We passed the bond, and wrapped it all up. Schools are still using wealthy PTAs to fund paid positions and providing other resources while socio-economically disadvantaged communities are failing in testing and enrollment. Schools are losing their after school programs and the district is silent. How do you fix families’ desires to transfer? Because the fact remains that enrollment is down in the district and the district would rather have a family stay, allowing the transfer, than have them leave the district, perpetuating the problem.

# data[].attributes.body
As a teacher at Webb Middle School, I would have liked to have been given the access to this meeting prior to the meeting so our voices could also be heard.

# data[].attributes.headline
Considerations for Consolidation and the Budget 

# data[].attributes.subject
Considerations for Consolidation and the Budget 

# data[].attributes.body
The consolidation was not made with parental or school awareness. Most of the changes - like transferring staffing, were done without warning before anything was actually approved on the school board.

Also, the budget got approved during the last board meeting when most school staff were on break. The budget made huge cuts without releasing it to parents and schools.

# data[].attributes.body
I think it’s incredibly important to preserve schools with unique programming, including International Baccalaureate programming. This is a program that draws parents away from private school to stay in their neighborhood school. Neighborhood schools are also so important to preserving the relationships built among students and parents that grow when your school is nearby to where you live.