Hereford & U. S. v. Huntsville City Bd. Of Ed.

Hereford & U. S. v. Huntsville City Bd. Of Ed.
Public Status Conference August 28, 2019

Outline for the Day Introductory remarks from Christie Finley, Superintendent Financial Update from Tina Hancock, Chief School Financial Officer Consent Order implementation update given by counsel for the Parties Discussion of November 2018 Court Report Discussion of current issues pertaining to HCS Opportunity for Private Plaintiffs and Desegregation Advisory Committee members to address the Court Opportunity for members of the public in attendance to address the Court

Huntsville City Schools Strategic Plan Student Learning & Achievement
HCS Vision High Expectations Character Driven Student centered HCS Mission Inspire, engage, and empower all students in becoming creative problem solvers, active citizens, and life- long learners through rigorous curriculum and relevant instruction within a supportive environment HCS Vision Become a model school system, demonstrating commitment to equity and excellence by ensuring all students graduate with the capacity to compete successfully and contribute responsibly as citizens in a global society Focus Student Learning & Achievement Learning Outcomes Whole Student Professional Growth Operations and Resources Community Connections Ensure a positive school climate Increase attendance rates for all students Implementation of a comprehensive guidance curriculum Ensure all HCS facilities are safe and promote a conducive learning environment Maintain an appropriate reserves to cover operating expenses Solicit feedback from community members and stakeholders Partner with community organizations to provide enrichment opportunities for students Focus on Reading and math for all students with intention and integrity Ensure students are on- track for on-time graduation by the end of 9th grade Continue to expand career technical programs to align with workforce demands Ensure all teachers have a positive and supportive work environment Increase teacher retention Provide purposeful professional development that directly supports classroom instruction

Huntsville City Schools CONTINUOUS IMPROVEMENT
DISTRICT INDICATORS MEASURES * 17-18 18-19 19-20 Goal ACCOUNTABILITY ABSENTEEISM K-12 non-chronically absent students (18 or more absences) ✓ For All Schools 86% 88% 90% READING ACHIEVEMENT Grade 3-8 students proficient on state test For P5, P6 Middle only 46% 51% Grade 11 students proficient on state test ✓+ For HS only 36% 39% 41% MATH ACHIEVEMENT - 45% 44% 49% 26% 24% 27% ACADEMIC GROWTH Grade 3-8 students attaining growth target in Reading 40% 54% Grade 3-8 students attaining growth target in Math 31% Grade K-12 EL students attaining growth target in English Proficiency1 43% 62% COLLEGE & CAREER 4-Year graduates2 Student attaining a college & career readiness indicator2 67% 70% 80% CONTINUOUS IMPROVEMENT ATTENDANCE K-12 Average daily attendance rate 94.2% 94.5% 95.0% TEACHER SUPPORT Returning teachers3 NA 79% --- Nationally Board Certified Teachers 30 EARLY LEARNING Students enrolled in the HCS Pre-K Program (Grade 98 & 99)4 972 768 Pre-K students meeting developmental and learning progressions5 93% 95% Grade K DIBELS nonsense word fluency proficiency6 50% Grade 1-2 oral reading fluency proficiency7 53% HIGH SCHOOL READY Grade 6-8 enrollment in an Honors course4 For P6, Middle only 61% 60% Grade 8 Math proficiency8 For Middle only ON TRACK Grade 9 students passing all core courses 82% Grade 10 students passing all core courses 84% Transcript audits completed for all Grade 11 & 12 students in Fall 100% Grade 9-12 extracurricular participation

2018-2019 Highlights Develop District Strategic Plan
Create plan that would encompass current state accountability measures and Consent Order Green Factors Identify and organize pillars that support District Strategic Plan Identify benchmark measures to determine effectiveness of goals Development of school level and District level tools for tracking implementation of Strategic Plan Student Achievement Focus Developed Indicators of Future Success, which were identified by the State as a model (see previous slide) Created Reading and Math goals consistent with the Consent Order Identified ACT goals Supported school leaders in implementing College and Career Readiness Indicator

2018-2019 Highlights Professional Growth Focus
Professional Growth Focus Renewed the use of Teacher Improvement Plans, which focus on growing our new teachers Worked with community leaders to develop a plan for expansion of National Board-Certified Teacher opportunities Developed an evaluation measurement for principals, assistant principals, and District certified staff Created New Mentor/ Mentee professional learning community for new principals Operations and Resources Focus Made strategic financial decisions that progressed the District towards one-month General Fund reserve while preserving the teacher pay-raise Where possible, protected the classroom by reducing “stuff” and not staff Realigned District staff to support schools Conducted high school facilities assessment to determine capital improvements

2019-2020 FOCI Continued focus on increasing student achievement
Continued focus on increasing student achievement Continued focus on teacher retention Continued focus on transparency and community connectedness “Year of the Whole Student”

General fund analysis 1 9/12=75% 2 3 4 5 6 7

CASH BALANCES TO DATE Fiscal Year 2018 Fiscal Year 2019 Month
Oct, 2017 7,057,619.44 Nov, 2017 10,419,044.22 Dec, 2017 17,783,421.97 Jan, 2018 33,078,032.20 Feb, 2018 28,401,668.72 March, 2018 25,124,444.88 Apr, 2018 21,991,166.37 May, 2018 16,967,201.20 June, 2018 13,783,691.37 July, 2018 12,998,982.78 Aug, 2018 10,498,168.17 Sept, 2018 7,389,763.65 Month Cash Balance Oct, 2018 4,295,795.16 Nov, 2018 8,508,527.38 Dec, 2018 24,393,756.50 Jan, 2019 35,970,671.74 Feb, 2019 34,521,918.72 March, 2019 31,495,315.59 Apr, 2019 28,586,016.46 May, 2019 22,917,278.38 June, 2019 21,667,354.22

General fund Fiscal Year 2018 Fiscal Year 2019 Month Revenues
Expenditures Oct, 2017 14,715,011.03 15,797,073.03 Nov, 2017 15,653,406.79 18,468,563.87 Dec, 2017 25,488,830.40 18,931,263.31 Jan, 2018 42,090,977.36 24,228,186.29 Feb, 2018 14,942,010.75 20,961,198.47 Mar, 2018 14,114,122.63 19,066,624.95 Apr, 2018 14,412,686.97 18,109,996.71 May, 2018 19,853,255.10 16,466,047.89 June, 2018 14,538,291.36 18,331,993.25 July, 2018 18,920,849.42 18,572,354.66 Aug, 2018 9,192,979.60 11,553,576.41 Sept, 2018 18,222,266.76 24,199,890.46 Month Revenues Expenditures Oct, 2018 23,181,696.23 17,215,750.64 Nov, 2018 28,5779,658.99 18,874,930.74 Dec, 2018 34,435,163.13 19,895,422.67 Jan, 2019 16,252,537.78 18,019,614.67 Feb, 2019 16,015,609.80 15,853,377.11 Mar, 2019 13,793,479.89 17,828,101.90 Apr, 2019 14,405,609.05 17,338,031.63 May, 2019 14,131,396.61 19,794,924.00 June, 2019 14,870,024.60 16,022,122.73

General Topics General monitoring, reporting, and oversight updates
Notable Changes in the District School Climate Issues Rolling Hills Elementary School - Update Huntsville High School Jemison High School McNair Junior High School Blossomwood and Jones Valley Elementary Schools – Update Budget Cuts

General Monitoring, Reporting, & Oversight
Requests for information from the United States Approximately 66 from July 2018 to August 2019 Requests for information from the DAC: Approximately 35 from August 2018 to August 2019 Approximately 33 teleconferences between the Parties from August 2018 to August 2019 DOJ visits to Huntsville City Schools facilities 2, 4-day site visits since the last status conference (October 2018; February 2019) _______________________________________________________________ DOJ Comments

Notable Changes in the District
Board Member May 2019: Pam Hill Resigned as District 5 Board Member June 2019: Carlos Mathews named as new District 5 Board Member by City Council New CSFO Retirement of Dr. Tammy Summerville Splitting the P-8s

School-Specific Issues & Updates
Rolling Hills Elementary School Improved Climate McNair Junior High New Principal Projected Improved State Report Card Performance Blossomwood Elementary School Firearm Incident Jemison High School Principal Turnover Huntsville High and Jones Valley Elementary Schools – Update

Budget Cuts Reduced local units by 57.5 for a cost savings of $4,300,000 Reduced support staff by 16 units for a cost savings of $1,200,000 Reduced outsourced staff for a cost savings of $150,000 Combined after school care sites for savings of $75,000 Implemented fee for Pre-K classes based upon sliding scale for OSR Pre-K classes to generate approximately $200,000 of income Rebid contract labor to reduce costs by $700,000 Eliminated 6 bus routes for savings of $380,000 Eliminated daily stipends/supplements associated with early morning and evening bus duty for savings of $200,000 Split P-8 schools for increase in state allocations of $600,000 Reduce curriculum software contracts for savings of $500,000

DOJ Comments

Student Assignment M-to-M Program Magnet School Updates
Enrollment and Capacity Updates Closure of Sparkman Homes Public Housing State Magnet School

Notable Data from November 2018 M-to-M Transfer Report
Number of Students Offered & Accepted M-to-M Transfers District-Wide: Blossomwood Elementary School: 17 Jones Valley Elementary School: 15 Hampton Cove Elementary School: 16 Goldsmith-Schiffman Elementary School: 9 Grissom High School: 6 Huntsville High School: 78

Magnet Successes Lee Performing Arts – 1st Place in statewide “How We Achieve Excellence in Our School” video contest - New Century - #3 High School in Alabama per NICHE and US News and World Reports ASFL State Report Card Grade – Increase from 79 to 86 Future City Competition – 1st Place Statewide; 3rd Place Nationally! College Academy - houses grades 9th-12th for first time AAA – Music department expanding to offer students the opportunity to learn instruments beyond strings (recorders, keyboards, percussion, etc.) Magnet Fair – Over 300 Attendees

Diversity in Enrollment Report X.A
Black White Other School Blossomwood Elementary 20% 38% 73% 48% 7% 13% Jones Valley Elementary 6% 26% 86% 51% 8% 23% Whitesburg P-8 27% 28% 56% 17% 33% Huntsville Junior High 22% 44% 72% 43% District Average 39%

Capacity Issues Other schools at or near capacity:
No changes to the school attendance zones Growth in Huntsville has led to increased enrollment in certain areas Hampton Cove Elementary and Middle Schools Goldsmith-Schiffman Elementary School Other schools at or near capacity: Monte Sano Elementary Morris Elementary and Middle Schools Columbia High School Grissom High School Whitesburg Elementary and Middle Schools

Closure of Sparkman Homes
All 166 units to be relocated by Huntsville Housing Authority. Option to move to other Public Housing Option to move via Tenant Protection Vouchers Approximately 100 families with school-aged children Sparkman Homes is zoned for Morris Elementary, Morris Middle, and Columbia High Schools. The District does not know where the students in these families will end up. Estimate that closure of Sparkman Homes will be this fall.

Alabama School of Cyber Technology & Engineering
Announcements: President: Mr. Matt Massey Estimated Opening Date: August 2020 Location: Research Park Other Information: The District is working to obtain additional information about student enrollment. It is the District’s goal to work collaboratively with the ASCTE so that both the District and ASCTE can meet their goals.

DOJ Comments: Student Assignment
M-to-M Program Enrollment and Capacity Updates Magnet School Updates

Extracurricular Activities
Improved Plans and Goals Remedying low participation

Extracurricular Activities
The District has continued to push schools to set aspirational goals for extracurricular activities. Each school considers its previous year’s data when determining how to set the goal for the upcoming year. The District continues to expand opportunities for club offerings: Power Hour – in high schools Club Days – in elementary and middle schools

Low Participation Issues
In the November 2018 Court Report, the District Reported the following: In the November 2019 Court Report, we expect to show: Team Name Black White Other Academic Team Math Team Team Name Black White Other Academic Team 10 2 7 Math Team 4 1

DOJ Comments: Extracurricular Activities

Equitable Access to Course Offerings
Gifted Education Honors/AP Enrollment Proficiency Data Continued State Testing Challenges

Gifted Education Update
As a reminder, the District had difficulties obtaining a waiver from the Alabama State Department of Education Recently, the District has been made aware of the fact that the ALSDE would reconsider its waiver. As of August 21, 2019, the District has resubmitted its waiver to the ALSDE.

Honors/AP Enrollment The District is seeing a generally positive trend in Honors enrollment at the middle school level. The District is not seeing that same upward trend in Honors and AP enrollment at the high school level. This was a major topic of discussion during the Superintendent’s summer leadership team meetings, and the District leaders are working with the high schools to develop plans for increasing enrollment.

Strategies and Action Steps
Academic Proficiency Strategies and Action Steps Reading Use a tiered approach in the delivery of literacy instruction Collaborative Literacy curricula and Huntsville City Schools’ Literacy Pathway will be used to provide differentiated, small-group instruction daily based on students’ needs “What I Need” (W.I.N.) time (intervention) and “Walk to Enrichment” (enrichment) time are built into each school’s master schedule to support students’ needs Develop assessment literacy STAR 360 training for administrators and ARI Reading Specialists regarding the available standards-aligned resources to support instructional planning and student growth Design content-deepening professional learning opportunities to support student learning Face-to-face, virtual, and embedded professional learning opportunities are offered for administrators, ARI Reading Specialists, and teachers to support the effective implementation of the core curricula Embedded literacy coaching support is provided in all elementary schools

Strategies and Action Steps
Academic Proficiency Strategies and Action Steps Math Use a tiered approach in the delivery of literacy instruction enVision Math and Huntsville City Schools’ Math Pathway will be used to support differentiated, small-group instruction daily based on students’ needs “What I Need” (W.I.N.) time (intervention) and “Walk to Enrichment” (enrichment) time are built into each school’s master schedule to support students’ needs Develop assessment literacy STAR 360 training for administrators and Title I Curriculum Specialists regarding the available standards-aligned resources to support instructional planning and student growth Design content-deepening professional learning opportunities to support student learning Face-to-face professional learning opportunities are offered for teachers and Title I Curriculum Specialists in the effective implementation of the core curricula Embedded math coaching support is provided in all elementary schools

High School Academic Proficiency
Example Secondary Action Steps Teachers will develop small group differentiated instruction based on students who need remediation, clarification, or enrichment. Teachers will develop student engagement activities to increase student participation during lessons. During the month of October, principals and teachers will participate in professional development to increase student engagement. English, math, and science teachers will use bell ringer activities in grades focusing on ACT and ACT WorkKeys skills. Students will participate in online ACT preparation provided by the Alabama State Department of Education. Students in grades 11 and 12 will have the opportunity to enroll in an ACT prep course as a regularly scheduled class.

High School Academic Proficiency
Example Secondary Action Steps School administration will observe classroom instruction to ensure consistent and effective instructional delivery. Teachers will provide reinforcement of instructional standards not mastered by students during Power Hour at least once per week. Teachers will participate in professional learning communities with the purpose of enhancing teacher effectiveness: effective delivery of instruction, meaningful tiered instruction, development of rigorous daily lessons, and consistent progress monitoring of student achievement. District wide instructional conversations will occur four times a year to measure the level of implementation of the steps and procedures for closing the achievement gap.

Growth Data: Positive Trends

Collaborative Classroom Model
As mentioned in last year’s status conference, the District implemented a new model for teaching literacy in the school year called Collaborative Classroom. Student Success: There was a 15% and 10% increase in the number of Kindergarten and First Grade students (respectively) attaining benchmark status from beginning of year to end of year during the administration of DIBELS. Teacher Buy In: 89% noticed increases in their students’ writing as a result of engaging with Being a Writer. 95% noticed improvements in their students’ reading as a result of engaging with Being a Reader, Making Meaning, or SIPPS. 80% indicated opportunities to collaborate (lesson studies and planning sessions) and embedded instructional coaching had the most impact on their teaching of Collaborative Literacy. All schools were and are expected to develop master schedules that allow time for teachers to regularly collaborate each week.

State Testing Challenges
Alabama State Department of Education found that ACT Aspire wasn’t aligned to Curriculum. ALSDE has repeatedly changed the assessment for determining grade 3-8 proficiency: : ACT Aspire is summative (given 1 time) / : Scantron is formative and summative (given 3 times) : Alabama Comprehensive Assessment Program is summative (given 1 time) This will affect the ability to compare reports year to year As mentioned in the past, this makes comparing proficiency year over year more difficult.

DOJ Comments: Equitable Access to Course Offerings
Gifted Education Honors/AP Enrollment Proficiency Data

Faculty Compliance with Singleton Ratios Committee Demographics
Assignment of Principals and Assistant Principals Update on Teacher Raises

Compliance with Singleton Ratios
Reports shows small number of schools outside Singleton Ratio. McNair and Jemison were the out by the largest margin: District Wide % Black | 69% White | 3% Other McNair Junior High School 58% Black | 42% White | 0% Other Mae Jemison High School 56% Black | 41% White | 3% Other Throughout the year, these numbers fluctuate as teachers transfer, resign, retire, etc. This leads to the District needing to take steps to ensure that the ratios stay in compliance with the Singleton Ratios.

Diversity on Selection Committees
Number of Committees That Did Not Approximate Racial Make-Up Interviews that didn’t Approximate 9 Total Interviews 647 Percentage that didn’t Approximate 1.4%

Selection of School Level Administrators

Plan to Retain Teachers
National Board Certified Teachers Annual bonus from the state (as high as $10,000 per year) Commitment and partnership with industry Teacher Raises The District maintained the teacher raise despite the need to correct finances. Improving climate for teachers Implementation of the Consent Order is challenging. Counsel is working with HEA to find ways to better communicate the goals of the Consent Order with teachers.

Teacher Raise – Update Degree 2018-19 (includes 2.5% State Increase)
Bachelor Starting $39,533.70 $41,357.52 Bachelor Ending $57,183.60 $59,675.58 Master Starting $45,459.18 $47,554.09 Master Ending $64,688.32 $67,481.22 AA/EdS Starting $49,017.44 $51,275.44 AA/EdS Ending $68,964.07 $71,927.64 Doctor Starting $52,574.68 $54,996.80 Doctor Ending $72,463.52 $75,567.43

DOJ Comments: Faculty

Facilities Overview The District completed all of the enumerated projects of the Consent Order: Whitesburg P-8 Academy for Academics and Arts Huntsville High School Freshman Academy Sonnie Hereford Elementary School McNair Junior High School Jemison High School Grissom High School SMALL Lab Plan

Facilities Overview Completed ahead of schedule:
Morris P-8 Martin Luther King, Jr. Elementary School Corrections to new facilities: JHS Tennis Courts completed Two Title IX Matters HHS Softball – Settled; work on facilities nearly complete LHS Softball – Settled; work on facilities is underway

Facilities Way Forward
The District will work to determine whether they can move for unitary status following the completion of the Transportation filing. Counsel for the District will provide relevant evidence to the United States to determine a way forward. Counsel for the District will work with District maintenance employees to build the relevant evidentiary materials. The District will begin working on a motion and brief to share with the United States.

Jemison Tennis Courts

DOJ Comments: Facilities

Transportation The Parties are close to filing a Joint Motion for Partial Unitary Status The Parties have been working so that they can file the Motion as soon as possible. Prior to filing, counsel for the Board will present the Motion and supporting brief/evidence to the Board at a public meeting. The Board will vote on whether to proceed with the Motion at a later meeting in order to give community members a chance to reach out to the District or the Board to comment on the Motion. To facilitate any fairness hearing the Court may wish to hold, the Parties will develop an executive summary to help the Huntsville community understand what Partial Unitary Status is and is not.

DOJ Comments: Transportation

Student Discipline Behavioral Learning Guide Major Initiatives Update
Discipline Data – Updates Year of the “Whole Student” – Pillar 2

Behavioral Learning Guide
BLG started in Too dense Not user friendly BLG in , Continued refinement It is the District’s goal to limit any future revisions to help the District with tracking student discipline data.

PBIS & Restorative Practices
Positive Behavior Interventions and Supports All school-level training is complete Each school has a “PBIS Coach” who is responsible for helping the faculty and staff at his or her school implement PBIS with fidelity. Restorative Practices Restorative Panel Meetings (RPMs) These have expanded each year they have been used. The District is working with school administrators to implement a similar approach at the school level. The District created documents to help schools implement intervention plans that link to the Restorative Panel Meetings

RPM At A Glance

Discipline Data Trends

Strategic Plan Pillar 2 Goal: Reduce Incidents of Negative Behavior Conduct classroom guidance lessons that focus on communication, problem- solving, conflict resolution, goal setting, and decision-making skills for students. Develop and implement district-wide K- 12 nine-week themes and guidance topics at each level (elementary, middle and high) that teach and reinforce positive behaviors, social skills, and life skills.

Strategic Plan Pillar 2 Goal: Implement PBIS with Integrity Equip a certified teacher at each school with PBIS coach training that focuses on tiered interventions and provide on-going support. Utilize the TFI (Tiered Fidelity Inventory) district-wide to assess implementation.

Strategic Plan Pillar 2 Goal: Enhance Implementation of Restorative Practices Secure professional development training for restorative practices (Title IV funds) Implement school level restorative practice teams Create and Implement SIP and DIP Forms

Year of the Whole Student
Strategic Plan Pillar 2 Goal: Support and Enhance a Positive School Climate Conduct a safe and inclusive schools forum for parents, students, and community stakeholders This occurred on August 24, 2019 Provide monthly community outreach around topics such as: Vaping Suicide awareness Cyber safety Mental health awareness School attendance/truancy Supporting LGBTQ youth Community presentations will be recorded and used as staff and principal PD. Implement the Anti-Defamation League’s No Place for Hate program across the District.

DOJ Comments: Student Discipline

Teacher Survey Focused on: (a) school climate; (b) discipline; (c) effectiveness of BLG/Matrix/Bloom Opened – May 13, 2019 Closed – June 11, 2019 Provided to all non-administrator certified employees Examples: classroom teachers, counselors, SPED teachers, interventionists, certified specialists Distributed to 1,648 District employees Survey was accessible online from any device with internet capability

Teacher Survey Response Rate
Generally speaking, survey results are reliable with a response rate of 65% or greater. Teacher Survey: 36% Response Rate (586 Responses) Response Rate by Race Black Respondents: 25% Response Rate (117 Responses) White Respondents: 38% Response Rate (433 Responses) Other Respondents: 78% Response Rate (36 Responses) School Response Rates – Fluctuated between 9% and 50% across the District Only 13 schools had a response rate of 40% or greater

Teacher Survey Are employees accurately reporting discipline data?
62% of Respondents agreed that “I consistently report student behaviors in BLOOM.” 85% of Respondents agreed that “my principal supports teachers reporting student behaviors in BLOOM.” 90% of Black Respondents Agreed; 84% of White Respondents Agreed Example Free Response: “Bloom takes a lot of time, and since you can’t use it from home, we end up having to stay after school longer than expected some days to log all the behaviors.” Themes of Free Responses: (1) BLOOM takes too long; (2) BLOOM is not accessible at home; and (3) properly reporting discipline can take away from necessary instruction time.

Teacher Survey Do teachers have the tools necessary to address student behavior problems?
80% of Respondents agreed that “the behavioral interventions that I use with students are effective.” 57% of Respondents agreed that, for students with the most severe behaviors, “I am aware of schools and District resources that can help me support my students needs at school.” Example Free Response: “My experience is that it is the same 1-3 kids in every classroom that disrupt the learning of others. No amount of PST, PBIS, in school or out of school suspension is going to solve that. This small group of students in our school need more than we can provide them with. They need severe emotional support in a much smaller setting.” Themes of Free Responses: (1) more mental health services are needed; and (2) one to five students in each class cause most of the discipline issues.

Teacher Survey Are consequences for bad behavior administered equitably?
93% of Respondents disagreed with the statement that “Black students are punished more harshly than other students.” Black Respondents: 75% disagreed White Respondents: 98% disagreed Statement: “Cultural differences in communication often result in minority students being penalized more frequently than White students.” Black Respondents: 40% either agreed or strongly agreed White Respondents: 9% either agreed or strongly agreed The survey did not have a free response question that tied directly to this issue.

Teacher Survey Closing Thoughts
“Data collection will play an important role in the implementation of the proposed consent order: ‘It's the vehicle for change, if you don't know whether or not you are making progress then you cannot monitor the changes as they evolve.’” – (Doc. 449, pp ) (quoting (Doc. 446, p. 90)). While the survey results have some value, the low response rate was disappointing. Feedback from on the ground personnel is critical for assessing implementation of the Consent Order and determining where improvements need to be made. For future surveys, the Parties are hopeful that participants will respond at a much greater rate when feedback is requested. These surveys are the chance to have your voice heard.

DOJ Comments: Teacher Survey

Desegregation Advisory Committee (DAC)
Update on Parties’ Role in Assisting DAC DAC Report Timeline Summary

Assisting the DAC Communication Options for the DAC
Lock boxes Address Mailing Address Website Public Meetings The District responded to the DAC’s Information Requests Parties assisted the DAC with training.

DAC Report The 2018-19 DAC completed its report by early June.
The Superintendent presented her response to the DAC’s report at the first Board meeting in July. DAC Chair will address the Court this afternoon.

Hereford & U. S. v. Huntsville City Bd. Of Ed.

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