Campus Turnaround Plan
Campus Turnaround Plan District Name:
Monahans-Wickett-Pyote ISD
County-District Number (CDN):
238902
Campus Name:
Walker Junior High School
Campus Number:
238902041
Grades Served:
Grades 7-8
Date of Board Approval:
10-Apr-17 2nd Year IR
Consecutive School Years Rated Academically Unacceptable/Improvement Required: Professionals Responsible for Campus Turnaround Plan Development: Name:
Role:
Mayna Benavides, Glen Jones
Principal, Asst. Principal
Shelby Valdez, Emerald Sharp
Teachers
Melissa Bergmann, Patricia Montez
Teachers
Kellye Valenzuela, Kandace Bolin
Teachers
Kellye Riley
Superintendent
Jeff Jones, Tena Gray
DCSI, PSP Campus Administrative Team
Please complete the following information for all members of the campus administrative team (including principal, principal's supervisor, assistant principals, any campus-embedded instructional coaches, and any other administrative staff responsible for the implementation of the plan presented here. Name:
Current Role:
Years in current role:
Last 3 roles:
Area(s) of work expertise: (do not include degrees earned) Instructional Leader, Discipline and Attendance, Junior High and High School Counselor. Elementary Teacher
Mayna Benevides
Principal
1
Assistant Principal, Counselor, Teacher 7
Kellye Riley
Superintendent
4
Assistant Superintendent, High School Principal, Assistant Principal
Glen Jones
Assistant Principal
1
Curriculum, Instruction and Personnel, Interim Assistant Principal, Instructional Leader, Discipline and Athletic Director, Teacher Attendance, Athletic Director, PE teacher
Cindy Simpson
Academic Coach
2
Teacher 9
High School English and Elementary selfcontained
Jeff Jones
Director of Support Services
4
Principal, Asst. Principal, Teacher
Instructional Leader, Discipline and Attendance, Special Education Teacher
Personnel and Secondary Curriculum and Instruction,
Turnaround Plan Attestation Statements By checking the box, we attest that if a new principal is hired on the campus prior to or during the implementation of the turnaround plan, the district must notify the agency immediately and ensure that the new principal will implement the commissioner approved plan. By checking the box, we attest assistance was requested from parents and community members in developing the campus turnaround plan, per Texas Education Code (TEC) 39.107(a-2)(2). In addition, the request and input have been recorded and are available upon request. By checking the box, we attest the campus site-based decision making committee (if applicable), parents, teachers, and community members had an opportunity to review the plan before it was submitted for approval to the board of trustees, per TEC 39.107(b). The comments must be submitted in the ISAM portal. By checking the box, the superintendent and board of trustees attest this plan provides clear focus and urgency to effectively move the turnaround initiative(s) forward. The district confirms its commitment to support the school in the successful implementation of this plan.
Historical Narrative (Optional Response) Include a historical narrative that succinctly describes the history of the campus that has led to under performance. Limit the narrative to big picture issues and the challenges of the campus. Do not exceed 3000 characters. <Enter Text>
Needs Summary and Turnaround Plan Systemic Root Cause: Describe the systemic root cause that has led to low student performance. High levels of turnover and the hiring of teachers and administrators, with less than three years of experience, with a high percentage coming from alternative certification programs, has resulted in a staff who lacks the capacity to provide quality Tier 1 instruction for students.
Turnaround Initiative: Describe your systemic approach for turning around the campus.
Impacted Critical Success Factors (CSFs):
The campus will implement a support system to strengthen Tier 1 classroom instruction by providing focused professional development, curriculum and instructional support, student progress monitoring, administrative classroom monitoring, increased parental engagement, and quality use of data.
CSF 1 - Academic Performance (Curriculum & Instruction) CSF 2 - Quality Data to Drive Instruction CSF 3 - Leadership Effectiveness CSF 4 - Increased Learning Time CSF 5 - Family/Community Engagement CSF 6 - School Climate CSF 7 - Teacher Quality
Outcome: Describe how the turnaround initiative will resolve the identified systemic root cause. By implementing the Turnaround Initiative, the following outcomes will be achieved: • Engagement of students using high-yield instructional strategies to meet the rigor of the TEKS. • PLC planning focusing on identified SEs determined through data analysis of state and local assessments. • Individualized, job-embedded, teacher professional development to address identified needs; i.e. content, classroom management and instructional strategies. • Opportunities for teachers to observe instruction in the classrooms of identified master teachers. • Analysis of schedules focused on optimizing instructional time. • Increased administrative monitoring ensuring effective use of instructional time, the lesson cycle, high-yield instructional strategies, daily progress monitoring and classroom management. • Proactive parental engagement. • Campus-wide, structured discipline program which promotes positive student behavior.
Processes/Procedures: What processes, procedures, and policies are needed to ensure that the turnaround initiative will be implemented effectively?
Engagement of students using high-yield instructional strategies to meet the rigor of the TEKS. • High-yield Instructional Strategies Professional Development • Lobo Olympics, a district-wide competitive opportunity, to encourage the implementation of high-yield strategies as a part of relevant review. Weekly awards are provided at the elementary and secondary levels. • Administrative monitoring PLC planning focusing on identified SEs determined through data analysis of state and local assessments. • Data disaggregation using a common process during PLCs • Half-day planning sessions once each six weeks • Planning with academic coaches on identified SEs and relevant review • Calendar review of the PLC meetings and planning sessions, with specific SEs identified Individualized, job-embedded, teacher professional development to address identified needs; i.e. content, classroom management and instructional strategies. • Teacher surveys to identify instructional needs • Create a priority list of campus-wide and/or individual PD needs • Create a PD calendar and determine the delivery method Opportunities for teachers to observe instruction in the classrooms of identified master teachers. • Identify a list of master teachers • Develop form for teacher to complete during observation • Schedule classroom observations • Post observation meeting with the campus administrators or academic coaches Analysis of schedules focused on optimizing instructional time. • Administrative monitoring • Master schedule • Classroom schedule • Intervention time Increased administrative monitoring ensuring effective use of instructional time, the lesson cycle, high-yield instructional strategies, daily progress monitoring and classroom management. • Walkthrough calendar • Focused walkthrough form • Academic coach classroom observations
Communications: How will you communicate a shared and clear vision for the turnaround initiative that results in a collaborative effort toward student success? • The administration will communicate a vision to teachers that will ensure that Tier 1 instruction will result in passing rates of 75% or higher. • The principal and CLT will meet with the staff and academic coaches to share the draft of the plan and gather feedback. • Survey results will be presented to district leadership. • The principal, CLT, DCSI and PSP will meet with the staff during the summer to discuss the requirements for the turnaround plan and begin to develop an implementation plan. • The principal will meet with the staff monthly in PLC meetings to review the implementation strategies, determine if they are being effectively implemented and make adjustments as needed. This information will be communicated to the district leadership and the PSP during CLT meetings. • Data sources, for the implementation plan, will be gathered by the principal and the CLT members. This information will be communicated to the district leadership and the PSP during CLT meetings.
Organizational Structure: How will you eliminate barriers to improvement, redefine staff roles and responsibilities as necessary, and empower staff to be responsive in support of the turnaround initiative?
• Time-management tools, such as a checklist with deadlines for the implementation of processes, will be developed for administrators at the district and campus level. • Clear communication between the administration and staff to ensure that all stakeholders have buy-in and are aware of the process to address issues and concerns. • Monthly meetings with the Superintendent, DCSI, principal and academic coaches to discuss data, implementation of the plan and staff changes. • The campus administration will have “difficult” discussions with teachers about classroom instruction and data issues. • District level personnel will conduct walkthroughs with campus personnel to identify concerns that need to be addressed. • Staff roles and responsibilities will be adjusted, as needed.
Capacity and Resources: Describe the staff that are required to implement the plan. (Specify any new full time employees as a result of the initiative. Describe how personnel resources are different from the previous school year.) No new staff members will be required to implement the plan. The district will shift the focus of current personnel to provide the required resources. Staff members available to provide additional support include: • Academic Coaches • Special Education Director • Support Services Director • Special Programs Director • Superintendent • PSP Professional Development will be provided by: • Region 18 ESC • Conferences • PD 360 • Academic Coaches • Staff members with specific areas of expertise
How will you allocate campus and district funds for this initiative? Category Payroll Professional Development Supplies and Materials Other Operating Cost Capital Outlay
Amount
Description 0
$7,500 Purchase PD 360 0 0 0
Systemic Root Cause: Describe the systemic root cause that has led to low student performance. <Enter Text>
Turnaround Initiative: Describe your systemic approach for turning around the campus. <Enter Text>
Impacted Critical Success Factors (CSFs): CSF 1 - Academic Performance (Curriculum & Instruction) CSF 2 - Quality Data to Drive Instruction CSF 3 - Leadership Effectiveness CSF 4 - Increased Learning Time CSF 5 - Family/Community Engagement CSF 6 - School Climate CSF 7 - Teacher Quality
Outcome: Describe how the turnaround initiative will resolve the identified systemic root cause.
<Enter Text>
Processes/Procedures: What processes, procedures, and policies are needed to ensure that the turnaround initiative will be implemented effectively? <Enter Text>
Communications: How will you communicate a shared and clear vision for the turnaround initiative that results in a collaborative effort toward student success? <Enter Text>
Organizational Structure: How will you eliminate barriers to improvement, redefine staff roles and responsibilities as necessary, and empower staff to be responsive in support of the turnaround initiative? <Enter Text>
Capacity and Resources: Describe the staff that are required to implement the plan. (Specify any new full time employees as a result of the initiative. Describe how personnel resources are different from the previous school year.) <Enter Text>
How will you allocate campus and district funds for this initiative? Category Payroll Professional Development Supplies and Materials Other Operating Cost Capital Outlay
Amount
Description
Monahans-Wickett-Pyote ISD
County-District Number (CDN):
238902
Campus Name:
Walker Junior High School
Campus Number:
238902041
Grades Served:
Grades 7-8
Date of Board Approval:
10-Apr-17 2nd Year IR
Consecutive School Years Rated Academically Unacceptable/Improvement Required: Professionals Responsible for Campus Turnaround Plan Development: Name:
Role:
Mayna Benavides, Glen Jones
Principal, Asst. Principal
Shelby Valdez, Emerald Sharp
Teachers
Melissa Bergmann, Patricia Montez
Teachers
Kellye Valenzuela, Kandace Bolin
Teachers
Kellye Riley
Superintendent
Jeff Jones, Tena Gray
DCSI, PSP Campus Administrative Team
Please complete the following information for all members of the campus administrative team (including principal, principal's supervisor, assistant principals, any campus-embedded instructional coaches, and any other administrative staff responsible for the implementation of the plan presented here. Name:
Current Role:
Years in current role:
Last 3 roles:
Area(s) of work expertise: (do not include degrees earned) Instructional Leader, Discipline and Attendance, Junior High and High School Counselor. Elementary Teacher
Mayna Benevides
Principal
1
Assistant Principal, Counselor, Teacher 7
Kellye Riley
Superintendent
4
Assistant Superintendent, High School Principal, Assistant Principal
Glen Jones
Assistant Principal
1
Curriculum, Instruction and Personnel, Interim Assistant Principal, Instructional Leader, Discipline and Athletic Director, Teacher Attendance, Athletic Director, PE teacher
Cindy Simpson
Academic Coach
2
Teacher 9
High School English and Elementary selfcontained
Jeff Jones
Director of Support Services
4
Principal, Asst. Principal, Teacher
Instructional Leader, Discipline and Attendance, Special Education Teacher
Personnel and Secondary Curriculum and Instruction,
Turnaround Plan Attestation Statements By checking the box, we attest that if a new principal is hired on the campus prior to or during the implementation of the turnaround plan, the district must notify the agency immediately and ensure that the new principal will implement the commissioner approved plan. By checking the box, we attest assistance was requested from parents and community members in developing the campus turnaround plan, per Texas Education Code (TEC) 39.107(a-2)(2). In addition, the request and input have been recorded and are available upon request. By checking the box, we attest the campus site-based decision making committee (if applicable), parents, teachers, and community members had an opportunity to review the plan before it was submitted for approval to the board of trustees, per TEC 39.107(b). The comments must be submitted in the ISAM portal. By checking the box, the superintendent and board of trustees attest this plan provides clear focus and urgency to effectively move the turnaround initiative(s) forward. The district confirms its commitment to support the school in the successful implementation of this plan.
Historical Narrative (Optional Response) Include a historical narrative that succinctly describes the history of the campus that has led to under performance. Limit the narrative to big picture issues and the challenges of the campus. Do not exceed 3000 characters. <Enter Text>
Needs Summary and Turnaround Plan Systemic Root Cause: Describe the systemic root cause that has led to low student performance. High levels of turnover and the hiring of teachers and administrators, with less than three years of experience, with a high percentage coming from alternative certification programs, has resulted in a staff who lacks the capacity to provide quality Tier 1 instruction for students.
Turnaround Initiative: Describe your systemic approach for turning around the campus.
Impacted Critical Success Factors (CSFs):
The campus will implement a support system to strengthen Tier 1 classroom instruction by providing focused professional development, curriculum and instructional support, student progress monitoring, administrative classroom monitoring, increased parental engagement, and quality use of data.
CSF 1 - Academic Performance (Curriculum & Instruction) CSF 2 - Quality Data to Drive Instruction CSF 3 - Leadership Effectiveness CSF 4 - Increased Learning Time CSF 5 - Family/Community Engagement CSF 6 - School Climate CSF 7 - Teacher Quality
Outcome: Describe how the turnaround initiative will resolve the identified systemic root cause. By implementing the Turnaround Initiative, the following outcomes will be achieved: • Engagement of students using high-yield instructional strategies to meet the rigor of the TEKS. • PLC planning focusing on identified SEs determined through data analysis of state and local assessments. • Individualized, job-embedded, teacher professional development to address identified needs; i.e. content, classroom management and instructional strategies. • Opportunities for teachers to observe instruction in the classrooms of identified master teachers. • Analysis of schedules focused on optimizing instructional time. • Increased administrative monitoring ensuring effective use of instructional time, the lesson cycle, high-yield instructional strategies, daily progress monitoring and classroom management. • Proactive parental engagement. • Campus-wide, structured discipline program which promotes positive student behavior.
Processes/Procedures: What processes, procedures, and policies are needed to ensure that the turnaround initiative will be implemented effectively?
Engagement of students using high-yield instructional strategies to meet the rigor of the TEKS. • High-yield Instructional Strategies Professional Development • Lobo Olympics, a district-wide competitive opportunity, to encourage the implementation of high-yield strategies as a part of relevant review. Weekly awards are provided at the elementary and secondary levels. • Administrative monitoring PLC planning focusing on identified SEs determined through data analysis of state and local assessments. • Data disaggregation using a common process during PLCs • Half-day planning sessions once each six weeks • Planning with academic coaches on identified SEs and relevant review • Calendar review of the PLC meetings and planning sessions, with specific SEs identified Individualized, job-embedded, teacher professional development to address identified needs; i.e. content, classroom management and instructional strategies. • Teacher surveys to identify instructional needs • Create a priority list of campus-wide and/or individual PD needs • Create a PD calendar and determine the delivery method Opportunities for teachers to observe instruction in the classrooms of identified master teachers. • Identify a list of master teachers • Develop form for teacher to complete during observation • Schedule classroom observations • Post observation meeting with the campus administrators or academic coaches Analysis of schedules focused on optimizing instructional time. • Administrative monitoring • Master schedule • Classroom schedule • Intervention time Increased administrative monitoring ensuring effective use of instructional time, the lesson cycle, high-yield instructional strategies, daily progress monitoring and classroom management. • Walkthrough calendar • Focused walkthrough form • Academic coach classroom observations
Communications: How will you communicate a shared and clear vision for the turnaround initiative that results in a collaborative effort toward student success? • The administration will communicate a vision to teachers that will ensure that Tier 1 instruction will result in passing rates of 75% or higher. • The principal and CLT will meet with the staff and academic coaches to share the draft of the plan and gather feedback. • Survey results will be presented to district leadership. • The principal, CLT, DCSI and PSP will meet with the staff during the summer to discuss the requirements for the turnaround plan and begin to develop an implementation plan. • The principal will meet with the staff monthly in PLC meetings to review the implementation strategies, determine if they are being effectively implemented and make adjustments as needed. This information will be communicated to the district leadership and the PSP during CLT meetings. • Data sources, for the implementation plan, will be gathered by the principal and the CLT members. This information will be communicated to the district leadership and the PSP during CLT meetings.
Organizational Structure: How will you eliminate barriers to improvement, redefine staff roles and responsibilities as necessary, and empower staff to be responsive in support of the turnaround initiative?
• Time-management tools, such as a checklist with deadlines for the implementation of processes, will be developed for administrators at the district and campus level. • Clear communication between the administration and staff to ensure that all stakeholders have buy-in and are aware of the process to address issues and concerns. • Monthly meetings with the Superintendent, DCSI, principal and academic coaches to discuss data, implementation of the plan and staff changes. • The campus administration will have “difficult” discussions with teachers about classroom instruction and data issues. • District level personnel will conduct walkthroughs with campus personnel to identify concerns that need to be addressed. • Staff roles and responsibilities will be adjusted, as needed.
Capacity and Resources: Describe the staff that are required to implement the plan. (Specify any new full time employees as a result of the initiative. Describe how personnel resources are different from the previous school year.) No new staff members will be required to implement the plan. The district will shift the focus of current personnel to provide the required resources. Staff members available to provide additional support include: • Academic Coaches • Special Education Director • Support Services Director • Special Programs Director • Superintendent • PSP Professional Development will be provided by: • Region 18 ESC • Conferences • PD 360 • Academic Coaches • Staff members with specific areas of expertise
How will you allocate campus and district funds for this initiative? Category Payroll Professional Development Supplies and Materials Other Operating Cost Capital Outlay
Amount
Description 0
$7,500 Purchase PD 360 0 0 0
Systemic Root Cause: Describe the systemic root cause that has led to low student performance. <Enter Text>
Turnaround Initiative: Describe your systemic approach for turning around the campus. <Enter Text>
Impacted Critical Success Factors (CSFs): CSF 1 - Academic Performance (Curriculum & Instruction) CSF 2 - Quality Data to Drive Instruction CSF 3 - Leadership Effectiveness CSF 4 - Increased Learning Time CSF 5 - Family/Community Engagement CSF 6 - School Climate CSF 7 - Teacher Quality
Outcome: Describe how the turnaround initiative will resolve the identified systemic root cause.
<Enter Text>
Processes/Procedures: What processes, procedures, and policies are needed to ensure that the turnaround initiative will be implemented effectively? <Enter Text>
Communications: How will you communicate a shared and clear vision for the turnaround initiative that results in a collaborative effort toward student success? <Enter Text>
Organizational Structure: How will you eliminate barriers to improvement, redefine staff roles and responsibilities as necessary, and empower staff to be responsive in support of the turnaround initiative? <Enter Text>
Capacity and Resources: Describe the staff that are required to implement the plan. (Specify any new full time employees as a result of the initiative. Describe how personnel resources are different from the previous school year.) <Enter Text>
How will you allocate campus and district funds for this initiative? Category Payroll Professional Development Supplies and Materials Other Operating Cost Capital Outlay
Amount
Description
