District Optimization

Q: What is the difference between architectural capacity and programmatic/functional capacity?
A: Capacity assumptions are an important part of the optimization analysis because they help us understand how efficiently district facilities are being used and where there may be opportunities to better align enrollment with available space.

For this process, we are using architectural capacity as the primary reference point. Architectural capacity reflects the number of students a campus was originally designed to accommodate based on the number and size of classrooms and core facilities such as cafeterias, libraries, and common spaces.

Some analyses also consider programmatic or functional capacity, which reflects how a building is currently being used. Programmatic capacity can change depending on decisions about scheduling structures, specialized programs, intervention spaces, staffing models, or how classrooms are assigned for particular purposes.

Because those programmatic decisions can shift from year to year, functional capacity is inherently more subjective. Two campuses with identical physical space could report different functional capacities depending on how the space is currently configured, how many specialty classrooms are in use, or how a school chooses to organize instruction and support services. As programs evolve or priorities shift, those numbers can change without the building itself changing.

Using architectural capacity provides a consistent and stable baseline across all campuses, allowing the district and the board to compare facilities using a common standard. Architectural capacity also connects directly to the knowledge and intent of Pflugerville voters in bond elections, since those bonds funded facilities built to serve a specific number of students.

As scenarios continue to be refined, additional context about programming and space usage can certainly be considered. However, architectural capacity provides the most objective starting point for districtwide planning.

The last time Pflugerville ISD conducted a districtwide review of programmatic capacity was in 2023, and the district is currently in the process of updating that information.

Q: Can you explain the .095 yield for the housing in this scenario (Pflugerville ES)?
A: The housing yield represents the average number of students generated per housing unit within the district. A yield of .095 means that for every 100 housing units, approximately ten students are projected to enroll in that campus or attendance zone. This estimate is based on historical enrollment trends, demographic data, and regional planning projections and helps the district model potential enrollment impacts when evaluating future development and rezoning scenarios.

Q: How were the priorities developed?
A: PfISD’s optimization priorities build on the district’s Strategic Plan and guiding values. Through advisory committees, data analysis, and community feedback, PfISD developed a clear framework to assess how each school aligns with district goals and the needs of students and families.

Q: What is the purpose of the school profiles?
A: School profiles provide transparent, data-driven information about each campus. They help the district and community understand how schools perform across the optimization priorities. The profiles are not evaluations of quality but a way to see how facilities, programs, and outcomes align with district goals.

Q: What priorities will guide this work?
A: PfISD’s optimization work will focus on several key priorities that mirror the district’s strategic commitments: 

1. Advancing Student Achievement: Are all students experiencing rigorous learning and achieving strong academic growth that prepares them for enrollment, enlistment and/or employment success?
2. Student Persistence: Do our campuses create an environment where students want to come to school and continue their educational journey with us?
3. Investing in People: Are we recruiting, supporting, and retaining talented staff through strong leadership, competitive compensation, and meaningful professional growth?
4. Finance & Operations:  Are resources, facilities, and funding aligned to student needs in ways that ensure safety, equity, access, and efficient use of district investments?

These priorities will be used to assess campuses and guide the development of optimization scenarios.

Q: What could this mean for schools?
A: Optimization isn’t only about closing schools. The district will explore multiple strategies, including expanding programs, redesigning campuses, adjusting attendance boundaries, consolidating underused spaces, or launching new school models—all focused on improving access, equity, and opportunity for students.

Q: What does this rating mean for my school?
A: The priority categories help us understand where supports or challenges may exist based on numbers alone. They are not a measure of a school’s worth, the quality of its educators, or the strength of its community. No school’s future has been decided, and these profiles are one part of a much larger conversation.

Q: Does this mean our school is going to close?
A: No decisions have been made. These profiles do not determine closures or outcomes on their own. They help us understand patterns and ask deeper questions. Community input and the lived experiences behind the numbers will be considered before any decisions are brought forward.

It’s also important to acknowledge that not all potential recommendations will necessarily be negative. While change can be challenging, this process is also an opportunity to think intentionally about the future of learning and the kind of educational experiences PfISD wants to be known for. We want to hear your innovative ideas as well—such as different school models, expanded career and technical programs, or other approaches that better meet student needs. Nothing has been decided, and we are open to exploring possibilities alongside our community.

Q: My school is new or recently renovated. Why might it still appear underutilized?
A: Optimization considers both building quality and the effective use of space. Even high-quality facilities can be underutilized. Strategies such as rezoning, program expansion, or consolidation may be considered to maximize investments.

Q: My school performs well academically. Why might it not meet the Advancing Student Achievement priority?
A: PfISD’s commitment is to all students. A school may have strong overall results but still need targeted improvement if achievement gaps exist for certain student groups. Optimization helps identify and address these gaps across the system.

Q: Our school has small class sizes. Isn’t that a good thing?
A: Smaller class sizes can be positive, but optimization also considers the financial sustainability of staffing levels across all schools. Efficient use of resources ensures equitable access to programs and staff support districtwide.

Q: Our school culture is positive—why might the data suggest otherwise?
A: Culture is measured through multiple indicators, including staff and student surveys, attendance, and retention. If data suggest areas for improvement, that does not mean the culture is poor, rather, it highlights opportunities to better support consistency across schools.

Q: How can we make sure our voices actually matter?
A: Your voice matters, and it’s important that it’s captured in a way that informs the full board and administration. I strongly encourage you to share your questions and experiences in the ThoughtExchange so they’re part of the official record being reviewed and when public engagement events are scheduled, families and staff are highly encouraged to attend.

Q: How can we make our voice heard if English is not our first language?
A: There will be opportunities for interpretation services and events in other languages to ensure all voices are heard and all families feel welcome and able to participate in these discussions. Events will also be hosted throughout the district to ensure families from all neighborhoods have access to attend. The ThoughtExchange is also available in a variety of languages. 

Q: The current budget deficit is $18M. Even if we approve all 12 scenarios, the deficit will not be met because we still have a planning year for the campuses. We will still operate at a deficit next year, no matter what, correct?
A: That is correct. The district currently faces an approximately $18 million structural deficit, and district optimization alone will not eliminate that challenge in the immediate term. This deficit does not include any future pay raises or increases to district costs. Even if the board selects a scenario this spring, the following year would largely be a planning and transition year, meaning the district will likely still operate with a deficit next year. However, the goal of optimization is to reduce long-term financial pressures and better align resources with enrollment trends, helping stabilize the district’s financial outlook over time. Additionally, the District has begun cost-saving measures for the current school year and next school year, including some position decreases at Central Office and other departments, and departmental budget cuts for this year and next year.

Q: Were the maintenance and operating savings included in the reported savings?
A: No. The savings estimates presented in the initial scenarios primarily reflect staffing and operational efficiencies that would occur if enrollment and facilities were better aligned. Staffing efficiencies are often the largest (approximately 86% of the overall budget) and most stable driver of District Optimization savings. Maintenance and operational costs can vary based on unexpected expenses. The projections do not yet include potential long-term savings from maintenance, utilities, or capital renewal costs that may result from operating fewer facilities. Those considerations would be evaluated more fully once the board determines which direction it would like the district to pursue. However, it is safe to assume that the projected cost reductions would be higher if maintenance and operations costs were included.

Q: Why is PfISD engaged in this process?
A: Like most school districts across Texas, PfISD is facing changes in enrollment numbers, lower birth rates, and a significant budget shortfall driven by rising costs and state funding that hasn’t kept pace with inflation or student needs. Ignoring that reality would put classrooms and programs at greater risk long-term. This work is about being responsible with resources while protecting and improving the quality of education for students. Some outcomes from this process may be difficult, but the board’s commitment is to approach every decision with care, transparency, and respect for everyone impacted.

Q: Why would the district consider consolidating campuses or relocating students rather than investing those resources directly into existing schools?
A: I would also offer an additional perspective regarding the points about facilities and student outcomes. It is certainly true that the most significant drivers of student success are teacher quality, leadership, and family engagement. However, those very factors depend heavily on how a district allocates its limited resources. When a district operates significantly more building capacity than its enrollment requires, a larger share of its budget must be spent on maintaining facilities, utilities, transportation routes, and staffing structures spread across too many campuses. This inevitably dilutes the resources available for classrooms, academic programs, and student supports. One of the difficult realities of optimization is that consolidating facilities can allow a district to redirect meaningful resources back into instruction, staffing, and student services. In other words, the purpose of examining facility usage is not to assume that buildings themselves drive outcomes, but to ensure that the resources that do drive outcomes can be focused where they matter most: in classrooms with students and teachers.

Q: If a campus is designated for closure, how will we handle maintenance costs for the 2026-2027 school year?
A: Any campus that remains open during a transition period will continue to receive the maintenance, staffing, and operational support necessary to ensure a safe and high-quality learning environment for students and staff. If the board ultimately adopts a scenario that includes consolidation or closure, those changes would not occur immediately. The district would operate through a planning and transition year, ensuring that students, families, and staff are supported while the district prepares to receive campuses and transition plans.

Q: Does new programming equal better programming? I am seeing a lot of the new programming on the East side. 
A: New programming has been added to the West side of the district to include the following:

• Two-way Dual Language at River Oaks ES
• ACE campuses at Timmerman ES and Dessau ES
• Transcend Comp3 Cohort (STEM field-related) at Delco ES, Dessau MS, and Connally HS
• Transcend (Math Redesign) at Parmer Lane ES
• Untapped Genius Support at Caldwell ES and Pflugerville ES
• Bailey Teacher Coaching and Paper Virtual Student Tutoring at Westview MS

That being said, new programming does not automatically mean better programming. The intent is to ensure that our schools offer programming that aligns with student needs.

In the draft scenarios you are reviewing, several campuses on the east side of the district appear because those schools are currently part of the facility utilization analysis. That has naturally led to early conversations about what types of programming could support enrollment stability or better align with community needs in those areas.

However, it is important to emphasize that programming decisions have not been finalized, and this work will not be limited to one geographic area of the district. As the process continues, the district will evaluate opportunities for programming across all regions of PfISD to ensure students throughout the district have access to strong academic, career, and enrichment pathways.

Additionally, programming ideas will not be developed in isolation. They will be informed by community engagement, campus leadership, and district strategic priorities, and trustees will receive a more comprehensive view of programming initiatives happening across the district as this work progresses.

Ultimately, the goal is not to suggest that certain campuses need “better” programs, but to ensure that every campus offers opportunities that meet the evolving needs of our students and community.

The early scenarios naturally focus attention on campuses included in the utilization analysis, but the district’s long-term approach to programming will be districtwide, not limited to one side of the district.

Q: Are trustees already leaning toward certain outcomes?
A: We are taking this responsibility seriously and keeping an open mind. Trustees will ultimately be asked to make decisions, but those decisions have not been made. This phase is about learning, listening, and understanding before any recommendations move forward.

Q: Several teachers shared during public comment that campus closures appear to be a foregone conclusion, citing reports of staff being recruited to other campuses. Can the district clarify whether staffing actions are signaling predetermined decisions?
A: We want to be clear that no final decisions have been made regarding campus closures or consolidation. The district remains in the process of gathering input and reviewing all relevant considerations before any determinations are finalized.

This time of year aligns with the district’s annual recruitment and transfer season, during which campuses actively engage in staffing conversations to prepare for the upcoming school year. As part of this process, schools with specific programmatic needs—including those implementing the ACE model—are required to recruit and secure staff to meet grant expectations and ensure successful implementation.

Two of our elementary campuses have received ACE grant funding, which includes specific staffing requirements and timelines. As a result, recruitment efforts at those campuses are occurring as expected and are not indicative of final decisions related to consolidation.

Q: What is District Optimization?
A: District Optimization is a process to better organize and align the district’s schools, programs, and resources so PfISD can continue providing strong academic opportunities while maintaining financial sustainability. It helps the district adjust to changing enrollment, fiscal realities, and evolving student needs. Through this process, PfISD will use data and community input to ensure resources are directed where they have the greatest impact—creating equitable access to high-quality learning environments for all students.

Q: How does District Optimization align with PfISD’s Strategic Plan?
A: District Optimization directly supports PfISD’s Strategic Plan 2025 by ensuring the district’s structure, resources, and programs are aligned with its long-term vision for students, staff, and the community. The process supports excellent learning experiences, well-supported staff, fiscal health, safe, modern facilities, and equitable access to innovative programs. It also emphasizes transparency, community partnership, and future-focused planning to keep PfISD strong and competitive for years to come.

Q: What are the possible outcomes of the optimization process?
A: Optimization is not only about closing schools. It is a broader look at how the district’s facilities, programs, and staff can be organized to best serve students. Possible outcomes may include:

• Expanding or replicating successful programs
• Redesigning or reconfiguring campuses
• Rezoning attendance boundaries
• Consolidating or repurposing schools
• Exploring new or alternative instructional models

The goal is to use existing resources more efficiently while improving the quality and reach of PfISD’s academic offerings.

Q: How can repurposing vacant facilities enhance educational opportunities and community resources in our district?
A: Repurposing vacant or underutilized facilities allows the district to better align resources with student needs. By consolidating campuses, we can focus financial and staffing resources more effectively, rather than spreading them thin across multiple sites. This approach supports stronger academic programming, more efficient operations, and enhanced opportunities for students and the broader community.

Q: If our school has lower enrollment, why can’t we place a program at our school to encourage transfers to attend?
A: Our district is experiencing enrollment challenges across all campuses. While adding a program at one school may attract transfer students and improve utilization at that site, it would likely shift students from other PfISD schools rather than bring in new students to the district. This does not generate additional funding and can create new enrollment imbalances elsewhere, ultimately redistributing, rather than increasing, district resources.

Q: Why are you using data instead of listening to families and teachers?
A: The data gives us a common starting point, but it does not replace human experience. We know numbers can’t capture relationships, culture, or daily realities. That’s why community feedback — especially through the ThoughtExchange and future community engagement events — are critical to shaping what comes next.

Q: Some parents have asked why the district would consider closing higher-performing campuses instead of lower-performing ones. Decisions regarding potential school closures or consolidation are not based solely on campus performance.
A: While academic outcomes are an important factor, they are one part of a broader set of considerations.

The district is using a comprehensive approach that includes data, context, and values to guide decision-making. This includes reviewing enrollment trends, facility utilization, long-term sustainability, and the district’s responsibility to provide equitable access to high-quality educational opportunities for all students.

In addition, we carefully consider the impact of any potential closure on students, families, and staff, as well as geographic factors such as proximity to other campuses, transportation, and the ability to maintain strong, stable school communities.

Our goal is to make thoughtful, balanced decisions that position the district for long-term success while minimizing disruption and ensuring that all students have access to a high-quality learning environment.

Q: How does moving to a traditional schedule save us $5M? What year did PFISD originally switch from a traditional to a block schedule? How many districts in Region 13 currently operate off a traditional schedule?
A: The estimated $5 million in savings associated with a shift to a traditional schedule is based on preliminary staffing analyses conducted in partnership with our Human Resources team. A traditional schedule typically requires fewer course sections across the school day, which can reduce overall staffing allocations at the high school level. Simply put, more classes = more students served and fewer teachers needed to cover the class sections.

It’s important to note that these are initial projections. If this scenario were to be approved by the Board, we would work closely with each high school to conduct a detailed review of current staffing, teacher certifications, student course requests, and enrollment to ensure that any adjustments are strategic and aligned to student needs. Final staffing decisions would be informed by that campus-level analysis.

In terms of historical context, we are currently reviewing when PfISD transitioned from a traditional to a block schedule and will follow up with that information.

We are also working to better understand how our peers are structured. An initial informal review shows that several neighboring districts, including Round Rock ISD, Georgetown ISD, Austin ISD, and Leander ISD, currently operate on block schedules. Additionally, several surrounding districts have informally shared that they are exploring a potential shift back to traditional schedules as they navigate similar budgetary pressures.

We will continue to partner with Region 13 to gather more comprehensive data on scheduling models across the region to provide a clearer comparison.

Q: If we went to an 8-period day on a schedule, what happens if students have time to take more classes? Would they finish earlier in high school, maybe have an early finish or late start?
A: Students take the same number of courses and earn the same number of credits on both the 8-period and the current block schedules. Moving to an eight-period day would create greater flexibility in the master schedule while still ensuring that students meet all required instructional minutes and TEKS-aligned coursework within a daily class structure rather than an alternating A/B block schedule.

A daily schedule can be particularly beneficial for courses such as math and literacy, where consistent, daily engagement with the content supports skill development and retention.

An eight-period schedule also expands students' opportunities to explore additional electives, Career and Technical Education (CTE) pathways, fine arts, and advanced coursework, allowing campuses to broaden programming options.

From a student support perspective, daily schedules can also help reduce the instructional impact of absences. In an A/B block system, missing one day of school can mean missing two days of instruction in a course. A daily schedule allows students to reconnect with the class the next day, supporting continuity of learning and helping them stay on track.

While the additional period creates flexibility, the goal is not to accelerate graduation timelines but rather to expand access to learning opportunities and strengthen daily instructional continuity for students. Perhaps, some students will take advantage of the extra period to enroll in enhanced electives or other advanced academic courses. This increases the likelihood that a student will have the opportunity to enroll, find employment, or enlist upon graduation.

Q: What happens next?
A: This timeline is intentional to ensure decisions are made thoughtfully. In March, the Board will be presented with recommended actions based on community feedback, district needs, and then more engagement will be needed. In May, the Board will consider taking action on some recommendations. Recommendations will not be implemented until the 2027-2028 academic school year.

Q: Was there a consideration for the cost of transportation because it will increase if you bus students to several different schools?
A: Transportation considerations will absolutely be part of the district’s analysis moving forward. The initial scenarios were developed to examine facility utilization and enrollment alignment. If the board chooses to pursue any scenario further, transportation routing, travel time, and operational costs will be evaluated in greater detail to ensure that student access and efficiency remain priorities. Typically, transportation costs remain about the same or increase slightly, but do not increase exponentially when consolidating campuses. Many students impacted by school closures will be zoned to campuses closer to their homes or added to existing bus routes that are not fully utilized.

Dear PfISD Staff and Families,

If you have not yet had an opportunity to visit the Financial Outlook webpage on our website, we encourage you to take a moment to do so. We have recently added a video from our Chief Financial Officer, Jennifer Land, who walks through where our district currently stands financially and what our five-year projections look like. This video is designed to provide important context and help connect how our financial outlook impacts our day-to-day operations. You can view the Financial Outlook webpage and video here.

Additionally, today is the final day to share your thoughts through our ThoughtExchange. Your feedback is a critical part of this process, and we want to ensure every voice has the opportunity to be heard.

If you have not yet participated, please take a few minutes to share your thoughts by the end of the day today by clicking here.

Thank you for your time, engagement, and continued partnership.

Sincerely,
Pflugerville ISD

Dear Pflugerville ISD Families and Staff,

Earlier this evening, Pflugerville ISD presented draft District Optimization scenarios to the Board of Trustees as part of our ongoing work to plan responsibly for the future of our district.

This moment represents the next step in a process that began last fall with our Board of Trustees and our community. At the start of this work, we asked our community to help define the priorities that should guide any potential decisions. Through surveys, meetings, and community conversations, we received more than 25,000 engagements, which helped shape the four District Optimization priorities approved by the Board.

Using those priorities as our lens, we examined every campus across the district and developed Campus Profiles to provide a transparent view of data on enrollment, facilities, and other key factors. These profiles were released publicly at the beginning of February, and we again invited feedback from our community.

The draft scenarios shared tonight are the next step in this process. These scenarios explore different ways the district might align its facilities, enrollment, and resources based on current realities and long-term projections. You can review all of the draft scenarios on our website here: https://www.pfisd.net/draft-scenarios

It is important to emphasize that these scenarios are drafts. They are not final decisions. They are a starting point for discussion.

We want to be open and transparent with our community about the challenges we face. This is not a position we are happy to be in, but it is the position we are in.

Like many districts across Central Texas and throughout our state, Pflugerville ISD is experiencing declining student enrollment, an increase in outside educational options for students who live in our district, nearly flat state revenue, and rising operational costs, including fuel, insurance, utilities, and supplies.

These realities require us to carefully examine how we operate as a district so we can continue to provide strong academic opportunities and responsible stewardship of community resources.

It is also important to understand that this is a district-wide issue, not just an issue affecting the campuses identified in the scenarios. Because of that, the solutions must also be district-wide solutions.

We can only reach those solutions by working together as a community.

We strongly encourage families, staff, students, and community members to share their thoughts and perspectives by completing the online ThoughtExchange survey. We hope you will review all of the scenarios, not just those that directly impact your campus or your child. You can participate in the survey here: https://tejoin.com/participate/336499412

In addition to the survey, we will be hosting community meetings and work sessions March 9–12, all from 6:00–7:30 p.m. These meetings will provide an opportunity to learn more, ask questions, and share feedback.

Community Meeting Schedule:

• Monday, March 9: Pflugerville Elementary and Park Crest Middle School
• Tuesday, March 10: Timmerman Elementary and Westview Middle School
• Wednesday, March 11: Delco Elementary and Weiss High School
• Thursday, March 12: Connally High School, Hendrickson High School, and Pflugerville High School

Spanish interpretation will be available at all meetings. To access the interpretation, participants should bring their own mobile device (such as a smartphone) and a set of headphones that can connect to their device.

This process is far from finished. The Board of Trustees will continue reviewing feedback and information in the coming months. The Board will not vote on any potential actions until May, and if any changes are ultimately approved, they would not take effect until the 2027–2028 school year.

These conversations are not easy, and I recognize that they can raise strong emotions for families and staff who care deeply about their schools. I want you to know that our goal is to approach this work with transparency, compassion, and a commitment to doing what is best for students and the long-term health of our district.

Thank you for taking the time to review the information and share your voice. We will move forward together as a community and work to make the best possible decisions for Pflugerville ISD and the students we serve.

Yours in Education,

Dr. Quintin Shepherd
Superintendent
Pflugerville Independent School District

Listening to Our Community: What We Heard About the School Profiles

February 26, 2026

Dear PfISD Families and Staff,

At the beginning of this month, we released Campus Profiles as part of our ongoing District Optimization process and invited our community to share feedback. I want to begin by saying thank you. Many of you took the time to review the information and thoughtfully share your perspectives, questions, and concerns. That engagement matters.

As we have said from the beginning, this process must include the voices of the people closest to our schools. Data is important, but it is not enough on its own. We must also listen carefully to the experiences and priorities of our families, students, and staff as we consider next steps.

We have now reviewed the responses submitted through the survey and ThoughtExchange. While there were a variety of individual comments, several consistent themes emerged.

First, many participants emphasized the importance of accountability and discipline. Respondents expressed a desire for consistent expectations and fair enforcement of policies for both students and staff. There is a clear call for safe, structured learning environments where everyone understands the standards and feels supported in meeting them.

Second, resource allocation and optimization were frequent topics. Community members shared concerns about how funds are prioritized and encouraged the district to ensure resources are directed toward direct student support, staffing, and classroom needs. Equitable distribution of resources across campuses was also a recurring theme.

Building utilization and the possibility of consolidation were also discussed. Participants expressed a desire for transparency around data and criteria used in these decisions, as well as careful consideration of how changes could impact students and communities. Some noted potential efficiencies, while also emphasizing that educational quality must remain the priority.

Transparency and communication were consistently highlighted. Many appreciated the district’s efforts to share school profiles and data publicly. At the same time, respondents stressed the importance of clear, accurate, and timely communication as this work continues.

Finally, support for students and staff emerged as a central priority. Respondents emphasized the need for strong support systems across special education, mental health, nursing services, professional development, and manageable class sizes, so that both students and staff can thrive.

We are grateful for the candor and care reflected in this feedback. It demonstrates how deeply our community cares about our schools and about getting this work right.

Using this survey feedback, along with the data from the School Profiles, our contracted District Optimization experts are drafting a variety of possible scenarios for how our district could move forward. These scenarios will be presented at the March 5 Board of Trustees Workshop and posted on our website for public review.

It is important to be clear about what this means. We are exploring the most viable optimization options based on the board-approved priorities. No decisions have been made, and no scenario has been selected or carries more weight than another. Our goal is to be transparent about every viable option so that our Board and community can reflect, ask questions, and provide meaningful input before any decisions are made.

Following the March 5 workshop, we will release another ThoughtExchange to gather feedback specifically on the scenarios. Please continue to engage with us through this platform. Your voice has, and will continue, to impact the future of PfISD. In addition, we are scheduling community meetings across the district on the evenings of March 9 through March 12 to present the scenarios, answer questions, and solicit feedback directly from families, staff, and community members.

This process is about building a stronger future for our students together. We will continue to balance the data with the voices of our community as we move forward. Thank you for staying engaged, asking thoughtful questions, and sharing your perspective. We look forward to continuing this important conversation with you.

Yours in Education,

Dr. Quintin Shepherd
Superintendent
Pflugerville ISD

PfISD School Profiles Released as Part of Ongoing District Optimization

February 2, 2026

Dear Pflugerville ISD Parents and Guardians,

Since September, Pflugerville ISD has been engaged in a District Optimization process focused on strengthening our schools, responsibly using district resources, and ensuring every student is prepared for future success. As shared earlier this fall, this work is guided by community input and aligned to our commitment that every graduate is ready for enrollment, employment, or enlistment.

Today, we are sharing an important update in this ongoing process with the public release of School Profiles for all Pflugerville ISD campuses.

Over the fall and early winter, principals, staff, and community stakeholders participated in conversations to define what a thriving school looks like in Pflugerville ISD and identify shared district priorities. Based on this engagement, the Board of Trustees approved four District Optimization priorities at its December meeting:

• Advancing Student Achievement: Are students experiencing rigorous learning and making strong academic growth to prepare them for enrollment, enlistment, and or employment?
• Student Persistence: Do our schools create environments where students want to attend and continue their educational journey with Pflugerville ISD?
• Investing in People: Are we recruiting, supporting, and retaining high-quality staff through strong leadership, competitive compensation, and meaningful professional growth?
• Finance and Operations: Are our resources, facilities, and funding aligned to student needs in ways that ensure safety, equity, access, and responsible use of district investments?

Using these priorities, the district identified a consistent set of metrics and applied them across all campuses. The result is a School Profile for each school that brings together data and information aligned with the four priorities.

School Profiles are NOT a report card, and they are not a measure of “good” and “bad.” They are a reflection of our current reality based on available data. If a school is not meeting a priority, the rationale is listed alongside that priority, and the corresponding data can be found below it. These measurements show where a school stands at this point in time. In some cases, campuses may not have met a priority due to circumstances beyond their control, such as new campus openings or district-level decisions that impacted the school. Again, data alone, without context and values, does not give us a clear picture of our campuses, but we must begin by looking at the data.

To support families in reviewing this information, Pflugerville ISD has created short videos that explain the School Profiles and how to read them. These videos are available on the Campus Profile page of the District Optimization section of the district website:
www.pfisd.net/campus-profiles

Also on this webpage, families may:

• View their individual campus profile in PDF or plain-text format
• Download a single file that includes School Profiles for all Pflugerville ISD campuses

Share Your Feedback
We want to hear from you! As part of our commitment to transparency and community partnership, we are inviting parents, staff members, and students to share their questions, reflections, and thoughts about the School Profiles through a ThoughtExchange. Please visit the ThoughtExchange here to leave your input and rate others: https://tejoin.com/scroll/140923613. Your input will help inform the next phases of the District Optimization process.

District Optimization Timeline
At this stage, no decisions or recommendations have been made related to District Optimization. Initial scenarios will be presented to the Board of Trustees in March. This will be followed by a robust community engagement period to gather feedback and allow for changes, revisions, or refinements. Final recommendations will be presented to the Board in May.

As you review your school’s profile, we encourage you to also explore the Glossary, Data Index, and Frequently Asked Questions, which explain how the data was measured, the sources used, and what to expect as this process continues.

Thank you for your continued engagement in this important work. District Optimization is a process being done with our community, not to it, and your voice matters as we plan for the future of Pflugerville ISD.

Yours in Education,
Dr. Quintin Shepherd
Superintendent

School Optimization Update: What We Heard and What Comes Next

December 5, 2025

PfISD Parents and Community,

Thank you to everyone who participated in our recent ThoughtExchange on School Optimization. We were pleased to have more than 26,000 interactions during the survey's open window. Your insights are invaluable, and they will play a meaningful role in shaping the future of Pflugerville ISD. As we continue this important work, your contributions help ensure that our decisions reflect the needs, values, and aspirations of the entire community.

School Optimization is a districtwide effort designed to evaluate campus utilization, program needs, long-term sustainability, and opportunities to strengthen student access to high-quality learning environments. This process will ultimately help us make decisions about the future of our district, including potential programming changes, reimagining campuses, or, in some cases, possible school closures. 

We recognize that these topics are deeply important, and we are committed to moving forward in a thoughtful, transparent, and student-centered manner.

What We Heard From You
What qualities and conditions come to mind when you think of a highly successful and desirable school environment?

1. Highly Qualified and Engaged Educators: Our community values passionate, well-supported teachers who build strong relationships and deliver exceptional instruction. Your feedback reinforces our focus on attracting and retaining top-tier educators who can positively shape every student’s experience.
2. Safe and Supportive Learning Environments: Many of you stressed the importance of school safety and emotional well-being. We recognize that a secure, welcoming environment is foundational for learning and central to maintaining trust in our campuses.
3. Inclusive, Well-Rounded Educational Experiences: You highlighted the need for diverse programs, extracurricular opportunities, and innovative pathways that prepare students for life beyond graduation. These elements help ensure our students are ready for employment, enrollment in higher education, or enlistment after high school.
4. Strong Community Partnerships and Communication: You reinforced the value of collaboration between schools, families, and the broader community. Your voices and participation are essential as we make decisions that impact current and future generations of PfISD students.
5. Focus on Mental Health and Well-Being: Our community continues to prioritize mental health support for both students and staff. This feedback will remain a guiding consideration as we design learning environments that promote growth, safety, and belonging.

Where We Are in the School Optimization Process
We are still in the early stages of this multi-month, multi-phase effort. Throughout November and December, our partners at Civic Solutions Group (CSG) have been preparing detailed school profiles for every campus. These profiles compile enrollment trends, program offerings, facility conditions, utilization rates, and student demographics. They will serve as the foundation for scenario modeling in early 2026.

In January and February, CSG will begin developing initial internal draft scenarios. These early models will reflect district priorities, operational and financial analysis, equity considerations, and input from our Board and advisory groups. It is important to emphasize that these scenarios are not final and are intended to evolve significantly based on community feedback.

Upcoming Opportunities for Engagement
A first public review of scenarios will occur during a Board workshop on March 5, 2026, where we will share draft options along with preliminary financial and equity analyses. Following that workshop, PfISD will host a series of community meetings throughout late March and April to gather broad input from families, staff, and students. These conversations will help refine the recommendations before they are returned to the Board for consideration.

If needed, the Board will hold an additional work session on May 7, 2026, with a final vote scheduled for May 21, 2026.

As we enter the second half of the school year, our communication efforts will continue to expand. You can expect regular updates through newsletters, the Administration Report, Board Meetings, our district website (https://www.pfisd.net/about-us/school-optimization), social media, and upcoming community events, ensuring that all families and staff remain fully informed.

We strongly encourage everyone in the PfISD community to stay engaged throughout this process. Please take part in any surveys as they become available and attend community meetings this spring. Your feedback and participation are essential to ensuring that the final recommendations truly reflect the voices and needs of our students, families, and staff.

Thank you again to everyone who engaged so thoughtfully in the ThoughtExchange. Your feedback guides this work, ensuring our approach remains rooted in transparency, data, and community partnership. School Optimization is a complex process, but together, with your continued involvement, we will make decisions that best support the long-term success of Pflugerville ISD students.

Yours in Education,
Dr. Quintin Shepherd, Superintendent
Pflugerville ISD

Last Chance to Share Your Voice – School Optimization ThoughtExchange Closes Tomorrow

November 20, 2025

Dear PfISD Parents, Staff, and Students,

This is a reminder that our School Optimization ThoughtExchange will close tomorrow. If you have not yet shared your thoughts, we encourage you to take a few minutes to participate.

Pflugerville ISD is beginning a District Optimization Process in partnership with Civic Solutions Group (CSG) to ensure we are using our resources wisely and effectively to support our students, teachers, families, and broader community. This process will guide our work as we consider possible changes to boundaries, transfer policies, programming, or even school consolidations.

Your feedback in this ThoughtExchange is critical. The ideas and perspectives you share will help shape the initial models we develop as we begin the process of reimagining how our schools can best serve students now and into the future.

If you have already participated, thank you. You can still return to the exchange to continue rating the thoughts shared by others, which is just as valuable as adding your own ideas. If you have not yet joined, there is still time to add your voice.

Share your thoughts here: https://tejoin.com/scroll/904314115.

Every contribution helps us better understand the needs and priorities of our community.

Thank you for partnering with us as we work together to build a stronger, more sustainable future for all PfISD students.

Pflugerville ISD Communications Team

PfISD School Optimization - What Should Schools Look Like?

November 12, 2025

Pflugerville ISD is committed to providing high-quality educational opportunities for every student while being responsible stewards of our community’s resources.

As part of our School Optimization process, we’re reviewing enrollment trends, facility usage, academic programming, and community needs to ensure our schools are positioned for long-term success and make decisions about the future of our district and campuses.

Your voice matters! Parents, staff, students, and community members are invited to share feedback that will help guide important district decisions shaping the future of PfISD.

Take a few minutes to share your thoughts and ideas — every response counts as we work together to build a stronger, more sustainable future for all PfISD students.

Click here to take the survey: https://tejoin.com/scroll/904314115.

PfISD Launches District Optimization Process to Support Future Student Success

September 19, 2025

Dear PfISD Families,

Pflugerville ISD is embarking on an important journey to build a stronger future for every student in our district. We are beginning a District Optimization Process in partnership with Civic Solutions Group (CSG) to ensure we are using our resources wisely and effectively to support students, teachers, families, and our broader community.

District optimization is not unique to our district. It is happening locally and in districts across the country as school systems work to adapt to enrollment challenges and changing community needs. Declining or shifting enrollment is a statewide and national issue, and we are taking a forward-thinking approach to being good stewards of public funds by charting a thoughtful course for the future.

This work aligns closely with our district’s new 3E’s initiative, which commits that by 2029, every PfISD graduate will leave our schools prepared for Enrollment in higher education, Employment in the workforce, or Enlistment in military service. To achieve this vision, we must ensure that our schools are strong, well-resourced, and able to meet the diverse needs and aspirations of every student.

This process will guide our work as we consider possible changes to boundaries, transfer policies, programming, or even school consolidations. We know that families make important decisions based on where their children go to school, and the phrase “school consolidation” can bring worry. I want to emphasize that there is not an end goal already set, and no campuses have been identified for consolidation. This is the very beginning of our process.

As we move forward, there will be many opportunities for community engagement and dialogue. CSG will design and implement a community-driven process to listen, learn, and understand the values and priorities of our students, families, and community members. These values will be central to developing priorities for district optimization and will help inform any recommendations. We will also provide online surveys for our community members to include those who may not be able to attend community or campus meetings. You can look for more information in the coming weeks on meeting dates and locations.

This will not be a process done to our community. It will be done with our community. These are our children, not data points. At the same time, we cannot ignore the data. We will work together with CSG and our community to identify priorities for every campus in our district so that we can provide the best possible educational experience for every student.

To learn more, you can view the presentation by CSG to our Board of Trustees during their September 18 meeting by visiting the Pflugerville ISD website.

Thank you for your continued commitment to our students and schools. Together, we can shape a vibrant future for Pflugerville ISD, one where every child has access to a thriving, well-resourced school in their own community and graduates ready for Enrollment, Employment, or Enlistment.

Yours in Education,
Dr. Quintin Shepherd
Superintendent