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Campus Turn-Around
Campus Turnaround Plan
District Name: Lueders-Avoca ISD County-District Campus Number (CDCN): 127905001
Campus Name: Elem. / JH Grades Served: P-K - 8th
Stakeholders Responsible for Campus Turnaround Plan Development:
Name: Role:
Bob Spikes Supt. / DCSI
Karen Kidd PSP
Cody Carson ESC Curriculum Consultant
Kay Jones Counselor
Ginger Niehaus 2nd Grade Teacher
Tanjena Famble JH Math Teacher
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:
Bob Spikes Supt. / DCSI / Campus Principal
Kay Jones Counselor
Historical Narrative and Campus Vision
Include a historical narrative that succinctly describes the history of the campus that has led to under performance.
Use the problem statements identified during the systemic data analysis to frame the narrative. Do not exceed 3000 characters.
This campus has been in and out of Improvement Required Status for the past six years. During the 2014-15 school year, the El./JH campus was a 2nd year IR campus and we worked very hard to bring up test scores. That year we began the school year with a new 1st, 2nd ,JH ELA teachers, as well as a new Principal / Supt. Scores were high enough that Spring for the campus to go OFF the IR list and be classified as FIR, (formerly IR). During the summer of 2015 the JH math teacher took a job in another district, and there were Zero applicants to fill that position. The ELA teacher volunteered to teach Math if we could find a replacement for the ELA job. We had a choice of 2 applicants for the ELA job (7 tested areas) At the end of the 2016 school year, that teacher was non-renewed. Before the 2016-17 school year started, both the ELA and Math Teachers took jobs in other districts. During the summer of 2016 I was able to hire a fantastic JH math teacher who wanted out of a large neighboring district. Our math scores have continued to show improvement each year since her arrival. However, in the summer of 2017 the JH ELA teaching spot turned over for the 6th time in 6 years, which has made it difficult to build teaching capacity from year to year. Some of the positive changes we have been able to implement are extremely hard to keep consistant with a continuous turnover. Implementation of the AVID program has yielded positive results and improvements as well as the implementation of writing rubrics used to score writing assignments in ALL core subjects. We also began the particpating in the Instructional Rounding Process in 2014-15 and continue to utilize this process, as it has proven positive results both for our teachers to see teachers in other districts as well as have teachers from other districts observe them and offer input about observations made on our campus.
Include the campus vision.
To build an academic and social foundation in our students to better equip them with the opportunity to reach his/her full potential.
Needs Summary and Turnaround Plan
Systemic Root Cause(s): Describe the systemic root cause that has led to low student performance.
The high turnover rate of teachers, expecially in tested content areas, has interfered with our ability to sustain effective systems for improving academic performance. Instructional planning has not always been implemented or monitored on a regular basis. Staff has maintained a mindset of low expectations for students with perceptions negatively impacting student performance.
Turnaround Strategy: Describe your approach to resolve the systemic root cause and improve student outcomes.
Lueders-Avoca El/JH has failed to meet standard because of the high turnover rate of teachers in core subject areas, so the district will consider offering a stipend to teachers who teach two or more subjects tested through state accountability. Instructional planning has not always been implemented consistently, so the district will provide professional development in the areas of the use of rubrics in all content areas as well as focusing on a mindset of high expectations of student performance through collaboration. Each of these strategies will work to address the vision of better equipping our students to meet their full potential.
Outcome: Describe how the turnaround strategy will help the campus achieve its vision.
The turnaround initiative will ensure that administrative leaders, teachers and staff will be focused on the effective implementation of a cohesive curriculum, instructional rigor, and high expectations for all student populations. Program evaluation will focus on resources, monitoring practices and professional development opportunities that align with effective practices of curriculum that will ensure the vision of Lueders-Avoca El/JH. All teachers will meet in vertical planning to collaborate and ensure that high quality instruction is occurring in every classroom. These measures will lead to a cohesive focus on academics in all foundation areas resulting in higher student performance.
Annual Goals: to be completed upon receipt of 2018 preliminary rating
Processes/Procedures: Whatprocesses, procedures, and policies are needed to ensure that the turnaround initiative will be implemented effectively?
Instructional planning committees will produce verbal reports and written outlines regarding planning and implementation of turnaround initiative requirements..
Only the following columns need to be completed prior to being ordered to implement the turnaround plan: Activity, Timeline, Person(s) Responsible.
Processes and Procedures Implementation Activity
(Actions/Processes)
Timeline Person(s) Responsible Resources Expected Outcomes
(Goal/Target)
Results
(Outcomes/Data)
Status Next Steps
Short-Term:
(training, acquisition of new skills)
Instructional planning committee training will be provided to all teachers. Aug-18 Region 14 consultant Select
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Intermediate: (Implementation ) Instructional planning committee will meet 2 times per grading period to share peers and committee members regarding student progress and instructional concerns December 2018/ May 2019 Classroom teachers/administrator Select
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Long-Term:
(Results)
Improved student performance in reading and math May-18 Core academic teachers Select
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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?
Provide structure for vetical alignment and cross-curriculum planning and support.
Only the following columns need to be completed prior to being ordered to implement the turnaround plan: Activity, Timeline, Person(s) Responsible.
Organizational Structure Implementation Activity
(Actions/Processes)
Timeline Person(s) Responsible Resources Expected Outcomes
(Goal/Target)
Results
(Outcomes/Data)
Status Next Steps
Short-Term:
(training, acquisition of new skills)
Professional development on data analysis from on-going assessments Aug-18 Region 14 consultant Select
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Intermediate: (Implementation ) Teachers will particpate in periodic meetings with administrator and/or Region 14 curriculum consultant to focus on scope and sequence and tie in data to target weak areas Every 3 weeks Bob Spikes/Region 14 consultant Select
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Long-Term:
(Results)
Improved student performance in reading and math May-19 Core academic teachers Select
Select
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Capacity and Resources: Describe the staff, training, and resources 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.)
Superintendent/DCSI and counselor,hired August 2017, have attended school improvement training and participated/led campus-wide training in visioning and other required areas. Teachers will be required to attend training on poverty and professional development focusing on the high expectations of student performance in the classroom.
Only the following columns need to be completed prior to being ordered to implement the turnaround plan: Activity, Timeline, Person(s) Responsible.
Capacity and Resources Implementation Activity
(Actions/Processes)
Timeline Person(s) Responsible Resources Expected Outcomes
(Goal/Target)
Results
(Outcomes/Data)
Status Next Steps
Short-Term:
(training, acquisition of new skills)
Sheltered instruction training August/Sept 2018 Region 14 consultant Select
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Intermediate: (Implementation ) Sheltered instruction technique observed during walkthroughs Dec-19 Instructional Round team and/or administrator/ESC 14 consultant Select
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Long-Term:
(Results)
Improved student performance in reading and math May-19 Core academic teachers Select
Select
Capacity and Resources Implementation Status: Check in date: <enter date> <Enter Text>
Capacity and Resources Implementation Status: Check in date: <enter date> <Enter Text>
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Communications: How will you communicate a shared and clear vision for the turnaround initiative that results in a collaborative effort toward student success?
The Lueders-Avoca El/JH turnaround plan actions and progress will be the focus of the following school communications in an effort to keep all stakeholders working toward the improvement and success of all students: School marquee updated with information for the community about school functions to increase stakeholder participation. Social media, the school website, will be used to promote events and happenings that will impact learning. Morning announcements focused on a positive climate and high expectations. Faculty/staff meetings conducted monthly with a target/focus on school improvement. Professional developments that target areas of concern based on various data. Academic events that focus on campus programs and initiatives identified in school improvement plans. Family nights that address school initiatives and create quality teacher/parent relationships that will strengthen student achievement. District Leadershiop Team meetings occur regularly. The school will communicate a shared and clear vision regarding the turnaround intitiative through continued focus on school activities such as Wednesday Warrior, a program designed for grades K-5. This after-school activity focuses on hand/eye coordination, positive sportsmanship and community service for one group; another group focuses on reinforcement of foundational academic skills; while another group focuses on higher-order thinking skills such as chess. Any student in grade K-5 is eligible to participate in this program. This program will strengthen foundational academic skills, as well as promoting positive home-school relations.
Only the following columns need to be completed prior to being ordered to implement the turnaround plan: Activity, Timeline, Person(s) Responsible.
Communication Implementation Activity
(Actions/Processes)
Timeline Person(s) Responsible Resources Expected Outcomes
(Goal/Target)
Results
(Outcomes/Data)
Status Next Steps
Short-Term:
(training, acquisition of new skills)
Continue and enhance Wednesday Warriors student program to involve at least 25 students Aug-18 Bob Spikes Select
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Intermediate: (Implementation ) Have minimum of 5 parents at monthly meeting related to Wednesday Warrior program targeting improving parenting skills Dec-18 Bob Spikes Select
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Long-Term:
(Results)
Improved student performance in reading and math May-19 Bob Spikes Select
Increased parent participation in Wednesday Warrior program/parenting instruction May-19 Bob Spikes Select
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How will you allocate campus and district funds for this initiative?
Category Amount Description
Payroll
Professional Development
Supplies and Materials
Other Operating Cost
Capital Outlay
In the boxes below, identify elements of the plan that address each Critical Success Factor (CSF).
CSF 1: Coherent Curriculum and Assessment Professional development and planning focusing on curriculuim and instructional practices
CSF 2: Leadership Effectiveness Superintendent/principal, in role of instructional leader, will focus on implementation of cohesive curriculum.
CSF 3: Teacher Quality Training focusing on the effective use of technology in the classroom. Professional development on teaching children from poverty. Instructional Rounding with a focus on identified needs.
CSF 4: Family/Community Engagement Effective communication strategies betweem home and schoool, such as website and district leadership team.
CSF 5: School Climate and Culture High expectations of student performance by teachers.

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