campus turnaround plan - houston independent school ...€¦ · in order to ensure turnaround on a...

County-District

Number (CDN):

Campus Number:

Date of Board

Approval:

Campus Turnaround Plan

Turnaround Plan Attestation Statements

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.

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.

Parent Kimberly Teoli

District Name:101912Houston ISD

Campus Name: 127Woodson K-8 School

Irileria Muhammad

Mesha Greene

Role:

Principal

Professionals Responsible for Campus Turnaround Plan Development:

Name:

Grades Served:

Consecutive School Years Rated Academically Unacceptable/Improvement Required: 3rd Year IR

PK-8th 6/9/2016

Rebecca Brown DCSI/SSO

Assistant Principal

Andrea Moore-Bailey Teacher Specialist

Stephanie Kistler

Michelle Randall

PSP

Teacher

County-District

Number (CDN):

Campus Number:




Historical Narrative (Optional Response)

Needs Summary and Turnaround Plan

Systemic Root Cause: Describe the systemic root cause that has led to low student performance.

Woodson PK-8 School does not have a school-wide, systematic approach for literacy that addresses all students' levels. Although HISD has adopted the Literacy-by- Three

Framework for all elementary schools, Woodson teachers are still in need of professional development that will help them better support students who are reading two or

more grade levels below. It is essential for Woodson to have a solid literacy framework, since many of the students remain on this campus for 10 of their 14 years of formal

education. It has been determined that lack of resources, budget constraints, and the lack of a school-wide literacy structure that embeds targeted professional development

to address all learners, have led to Woodson's low student performance in literacy.

Carter G. Woodson K-8 School has been rated "Improvement Required " for the last three years. Our student population resides in Houston's historical Sunnyside

community, located on Houston's southeast side of town. We are a Prekindergarten through 8th grade campus, with approximately 720-775 students. The campus

demographic is approximately 93% African American and 6% Hispanic, with less than 1% of students classified as a different ethnic group. Recent studies have ranked the

Sunnyside community as the nation’s sixth most dangerous neighborhood. The average income for families in this area is approximately $19,600. Manyl families struggle to

provide their children with uniforms and supplies for success at school. A new principal was hired for this campus at the beginning of the 2015-2016 school year, in hopes that

new leadership would turn Woodson around. Presently, 85% of the faculty have less than three years of experience; and, they have come into the teaching profession via an

alternative certification program (ACP). These novice teachers require support and coaching, to be successful on a campus where students have severe academic and

behavioral deficits. Based on STAAR data from the past three years, Woodson's literacy performance has dropped drastically by 8%. In 2013, the level of proficiency in literacy

was 57% for all 3rd-8th graders. In 2014, the level of proficiency in literacy was 55% for all 3rd-8th graders. In 2015, the level of proficiency in literacy was 49% for all 3rd-8th

graders. The data indicates that literacy has consistently declined, and this decline has a tremendous impact on all STAAR assessed content areas, in all assessed grade levels.

Previous improvement efforts, have been first order change. The processes that has gone into developing this turnaround plan, is an examples of second order change.

With second order change, we are pushing the paradigm to focus on changing behaviors, while facilitating new learning of how to support struggling readers.

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.

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Number (CDN):

Campus Number:




In order to ensure turnaround on a campus such as Woodson, there must be a systemic

and second-order change approach to improving literacy for all students in grades K-8.

Woodson will create a school-wide literacy structure, to improve students’ literacy

performance. Our turnaround initiative is based on school-wide actions, foundational

literacy actions (PK-2), emerging literacy actions (3-5), and proficient literacy actions (6-

8). Each of these actions will align with the Critical Success Factors, as well facilitate the

development of a new instructional culture and thinking process for teaching literacy and

supporting struggling learners:

CSF-1: CURRICULUM & INSTRUCTION

• (School wide Action)

o Establishment of Woodson’s Top Ten Reading Strategies - These instructional strategies

will be used in all PK-8 classrooms, and will be non-negotiable. Through professional

development, we will understand the need for and become proficient in the daily use of

strategies, such as the following:

using context clues.

o School-wide implementation of TEKS-based literacy workstations .

o Implementation of literacy goal folders for students in PK-8.

• (Foundational Actions-PK-2)

o Implementation of a solid phonics program, with consistent implementation of

strategically identified high frequency words activities and strategies.

• (Emerging Reading-3-5)

o Implementation of an open ended written comprehension response protocol.

Purchases of specialized resources aligned to STAAR and TEKS, for tutorials.

• (Proficient Reading-6-8)

o Implementation of interactive journals. Implementation of an open ended written

comprehension response protocol. Purchases of specialized resources aligned to STAAR

and TEKS, for tutorials.

CSF-2: DATA TO DRIVE INSTRUCTION


o The 2016 STAAR results will be used to identify struggling readers for 2016-2017 school

year, and to determine students' reading levels and needs

o We will use a technology-based universal screening tool, to assess students in grades 1-

8 during the first week of school. The resulting data will be used to create and maintain

goal folders for all students.

o Using a web-based program aligned to the TEKS, six-week literacy interim assessments

will be given to all students in grades 1 - 8, to determine their movement in literacy .

o The literacy team will develop other literacy benchmarks. (Foundational and Emerging

Action-PK-5)

o Woodson’s administrative team will develop a literacy report card for students in

grades PK-5; and, will use data from interim assessments and the web-based program to

measure students’ growth and progress.

CSF-3: LEADERSHIP EFFECTIVENESS


o Woodson’s leadership will:

• (Foundational and Emerging Action-PK-5)

o Develop and oversee the use of the PK-5 literacy report card.

o Develop a monthly PK-5 literacy check-in, where teachers come together to discuss

students' progress and next steps.

• (Proficient Action-6-8)

o Hire a literacy expert teacher, to support struggling students through an additional

literacy class.

CSF-4: INCREASED LEARNING TIME


o Students will have opportunities to participate in extended learning time before, after,

and during school.

• (Foundational Action-PK-2)

o Extended learning time, through the use of small-group in-class instruction and a web-

based literacy program.

• (Emerging Action-3- 5)

o Use of small group in-class instruction,

o Use of a web-based literacy program, and

o Creation of pullout reading intervention sessions, to provid extended learning

opportunities.


o Hire a literacy expert, who will provide struggling readers with an additional literacy

class during electives.

CSF-5: FAMILY/COMMUNITY ENGAGEMENT


o In order to improve our students' reading skills and increase their reading levels,

Woodson must engage both parents and the community. We will engage parents and

community by:

who are reading at home.

• Parents will share images and/or comments of their children reading at home, and

other locations outside of school.

program and how it can assist students at home.

performance in literacy and books for their home libraries.

parent trainings, book mobile visits, and to host book fairs at the school.

CSF-6: SCHOOL CLIMATE


o Create a literacy-focused school climate by the Implementation of:

reading initiatives,

commitment to the new literacy-focused mindset.

CSF-7: TEACHER QUALITY


o For second-order change to be evident, there must be new learning, and a change in

beliefs about how students learn to read. Therefore, we are improving teacher quality by:

o Scheduling both summer and yearlong literacy professional development,

o Creating a Woodson Literacy Look-Fors Walkthrough Tool,

o Scheduling professional development for web-based literacy programs, and

o Creating and then scheduling dates to administer open-ended written comprehension

responses for grades 3-8.

CSF 1 - Academic Performance (Curriculum & Instruction)

Impacted Critical Success Factors (CSFs): Turnaround Initiative: Describe your systemic approach for turning

around the campus.

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CSF 3 - Leadership Effectiveness






































Action-PK-5)













literacy class.




and during school.








opportunities.








community by:





















CSF 2 - Quality Data to Drive Instruction

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CSF 4 - Increased Learning Time

CSF 5 - Family/Community Engagement






































Action-PK-5)













literacy class.




and during school.








opportunities.








community by:





















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CSF 6 - School Climate

CSF 7 - Teacher Quality

Outcome: Describe how the turnaround initiative will resolve the identified systemic root cause.

The implementation and monitoring of a school-wide literacy structure, will enable students who matriculate through Woodson PreK - 8, to leave the 8th grade reading at or

above grade level.

Year 1 will result in:

• Teachers being equipped with skills and strategies to support struggling readers.

• Moving 25% of our students from below grade level to on-grade level.

• Use of a school-wide literacy report card and goal folders, to track student progress.

Year 2 will result in:

• Increased teacher ownership of students literacy development and advancement.

• Increased parental and community support for literacy.

• Moving 40% of our students from below grade level to on-grade level.

• Woodson being removed from its current "Improvement Required " status.

Literacy strategies used in ALL core content area will improve first instruction; therefore, the expectation is that there will be a 10-15% increase in benchmark scores in year 1,

and a 25% increase in year 2, as measured against baseline data from 2015-2016.






































Action-PK-5)













literacy class.




and during school.








opportunities.








community by:





















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Processes/Procedures: What processes, procedures, and policies are needed to ensure that the turnaround initiative will be implemented

effectively?

To ensure Woodson’s literacy initiative is implemented effectively, and with fidelity, the following NEW PRACTICES must occur:

• Creation of a professional development calendar for leadership and teachers,

• Creation of a literacy assessment calendar,

• Creation of a literacy report card and distribution dates,

• Establishment of the process and criteria for students to enter and exit Reading Intervention classes,

• Monthly check-ins with administration, to discuss data, review goal folders, and discuss student progress,

• Weekly administrative observations, using the Woodson’s Literacy Look-Fors Walkthrough Tool,

• Weekly coaching and support by literacy teacher specialist, during teachers' PLCs,

• Creation of literacy interim benchmark assessments,

• Creation of a master schedule, where students receive a daily minimum of 120 minutes of literacy in PK-3, 90 minutes in 4th-5th, and 75 minutes in 6th-8th,

• Creation of a calendar, for parent literacy workshops and family literacy nights,

• Consistent monitoring of teachers use of Woodson’s Top Ten Reading Strategies,

• A transformation support team, comprised of members from HISD’s depatments of Professional Development, School Leadership, Curriculum and Development, and the

Office of School Support, has been created. During Turnaround Plan implementation years, this newly formed team will provide specialized support for turnaround campuses,

through targeted professional development and coaching around topics such as establishing and launching effective PLCs, elements of effective instruction, key performance

indicators, data literacy, and data-driven instruction.

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Communication is important in order for our turnaround initiative to be successful. Our shared literacy vision will be communicated with all stakeholders.

• Faculty/Staff - Teachers and leadership discuss our literacy initiative throughout the school year in faculty meetings, PLC meetings, data talks, and professional development.

The focus of all faculty meetings will now be one of building capacity in Literacy. The leadership team is committed to providing literacy feedback to teachers via Woodson’s

Literacy Walkthrough Tool. Staff will engage in a book study around literacy, to ensure all staff members, regardless of the content they teach, can support our school’s literacy

initiative. Teacher spotlights on literacy will be include in parent newsletters.

• Students - Bulletin boards will no longer be for decorative purposes only! Woodson’s students will see evidence of the school’s focus on literacy throughout the school, with

the use of school-wide literacy bulletin boards, weekly announcements, and monthly assemblies/programs centered on reading. Students will participate in reading activities

throughout the school year, to improve and enhance their literacy levels. There will be a Student Spotlight on literacy that will include pictures of featured students reading.

• Parents - Communications will be retooled from engagement of what's happening at Woodson to equipping our parents with knowledge to support their children.

Woodson's parents will receive frequent communications about our literacy initiative via robocalls, parent newsletters, literacy nights, school marquee, and parental surveys.

Parents will be invited to take part in literacy workshops, that will be held during as well as after the school day. We will have a Parent’s Spotlight on Literacy, where we

recognize parents who support our school’s initiative, at school.

• Community - There will be a shift, from the community providing physical resources to our parents, to supporting the school with our literacy-focused climate. Woodson will

engage the community, asking for volunteers to come to the school and read with our young scholars (this will be an extension of the Read Houston Read Program). We will

also communicate with the community via our school’s Twitter, website, and marquee. We will invite the community out to participate in our school’s literacy night events,

and even ask them to collaborate with us to recognize our Parent and Student Spotlights.

Communications: How will you communicate a shared and clear vision for the turnaround initiative that results in a collaborative effort toward

student success?

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Number (CDN):

Campus Number:




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?

As with any turnaround initiative, there are barriers which may impede progress. In an attempt to account for all potential barriers, we will plan for them during our planning

and development stage. The BARRIERS which have led to Woodson’s low performance in literacy is from a focus on first order change only. First order change initiatives such

as extending the school day, adding literacy programs, and new hiring more teachers, is an example of extending past practices. However, the RESOLUTION to elevating

Woodson’s levels of literacy proficiency, lies in the use of second order change. With second order change, there must be a change in beliefs and structures to improve

literacy. There must be a shift in existing paradigms about teaching literacy; and, new learning must be provided to staff and leadership, to support a literacy-focused school

climate.

The role of each stakeholder will be a role through the lens of transformational leadership, to ensure the literacy-focused climate is the main work of the school.

• The principal's role will be to share the plan with all stakeholders and solicit feedback on the plan.

• The principal will:

o Monitor all aspects of the turnaround initiative, holding each person responsible and accountable for their both their actions and the non-negotiable deliverables,

o Provide teachers with feedback and coaching to improve practices, and

o Ensure the plan is implemented with fidelity, by providing consistent feedback and review of data with leadership team and staff.

• The leadership team will consistently:

o Develop the professional development calendar,

o Create the Woodson Literacy Walkthrough Tool, and

o Literacy report card.

o Ensure monthly data check-ins are completed for each grade level.

• The role of the instructional specialist and campus teacher specialist will be redefined by:

o Spending 75% of their day in classrooms co-teaching and modeling for teachers,

o Providing support to students who are reading below grade level, at least 2 to 3 times a week for 45 minutes.

o Working collaboratively with the leadership team to design, facilitate, and deliver professional development and lead PLC meetings with teachers.

• All teachers will add a literacy goal to their Individual Professional Development Plan (IPDP) at the beginning of the year. That goal will be revisited during the school year by

the teacher’s appraiser.

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Amount

$144,100

$40,000

$22,000

Other Operating Cost

Capital Outlay

Summer and Yearlong Literacy PD, Web-based literacy PD, Open Written Comprehension Response PD, PK-2 Phonics

PD (School Based Funds)

STAAR and TEKS aligned resources, Web-based literacy program, Phonics materials and resources, interactive

journals (School Based Funds)

Category

Payroll

Staff required to implement Woodson's literacy turnaround plan are:

1. Principal - Oversees the implementation of the literacy turnaround plan and hold all stakeholders responsible for their roles and responsibilities. Leads the second order

change efforts by providing consistent feedback on progress to all stakeholders.

2. Dean of Instruction (reclassification of Assistant Principal Title) - Leads the implementation of the literacy turnaround plan. Ensures all professional development is planned

and schedule. Meets with literacy team to determine needs and next steps. Reports to and work closely with the principal.

3. Reading Intervention Teacher (new position) - Provides additional literacy support to struggling readers during the school day. Serves on the literacy team. Works

collaboratively with the Instructional Specialist and Dean of Instruction, to provide support to teachers through professional development, coaching, feedback, and data

review.

4. Social Worker (new position) - Supports and spearheads parent and community literacy events and activities. Works collaboratively with the Librarian and Principal.

5. Librarian (new position) - Develops a partnership with the Houston Public Library. Develops holiday and summer reading initiatives. Plans and schedules book mobile visits

and semi-annual book fairs. Works collaboratively with Dean of Instruction, Literacy Team, and Technology Specialist, to support Social Media Initiative.

Description

How will you allocate campus and district funds for this initiative?

Hire a Reading Intervention Teacher, Social Worker, Librarian, Extra Pay for After School Tutorials (District

Funds/School Based Funds)

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.)

Supplies and Materials

Professional

Development

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