Campus Turnaround Plan
District Name:
Campus Name:
Grades Served:
County-District Number
(CDN):
101-912
HoustonISD
FondrenMiddleSchool
Campus Number:
72
Date of Board Approval:
6th-8thGrade
Consecutive School Years Rated Academically Unacceptable/Improvement Required:
2ndYearIR
Professionals Responsible for Campus Turnaround Plan Development:
Name:
Role:
Monique Lewis
Principal
LaQuisha Knowles
Assistant Principal
Carlos Santa
Assistant Principal
Raymond Robinson
Assistant Principal
LaTasha Whittington
Math Instructional Specialist
Melody Davis
Reading Instructional Specialist
Rebecca Brown
School Support Officer (SSO)
Stephanie Kistler
Professional Support Provider (PSP)
Turnaround Plan Attestation Statements
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.
Campus Turnaround Plan
District Name:
Campus Name:
HoustonISD
FondrenMiddleSchool
County-District Number
(CDN):
101-912
Campus Number:
72
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.
For the past 2 years, Fondren has undergone high levels of teacher turn over. The summer of 2013-before taking the Principal position at Fondren, the school
turned over 50% of its teaching staff. The following year-2014, I exited 11 teachers. The projected percentage of teachers expected to return for the 2016-17
school year 89%; this is a 14% reduction in teacher retention from 2014. The STAAR Reading data from the past 2 years is as follows: In year one (2014)
grades 6-8 experienced a decline. 6th grade: 2%, 7th grade: 7% and 8th grade: 3%. Year two (2015) 6th grade: 9% growth, 7th grade: 4% decline and 8th
grade: 5% growth. For the past two years, Fondren has served a toal of 75 to 100 New Comer Students-respresenting 12 different language. 1/4 of those
students are pre-literate and require hours of reading/writing, speaking and listening instruction to prepare for testing. These students are grouped by reading
levels; grop A (pre-literate students), group B (Intermediate) and group C (Advanced).
Needs Summary and Turnaround Plan
Systemic Root Cause: Describe the systemic root cause that has led to low student performance.
Students in grades 6th-8th are still learning to read when they should be proficient enough to read to learn. Fondren has been rated improvement required for
two consecutive years. There is a lack of campus wide systems for corrective reading for students entering 6th grade and this problem accelerates as students
move from one grade to the next. The lack of a literacy intake process for incoming students offering data on thier reading/fluency levels and highlights specific
deficits presents a gap in solutions to this root cause. Having this intake process would guide the classroom teacher to build individual goals for faster student
success. Additionally identified as root causes is- finding Highly Qualified Teaching Professionals who specialize in Reading Instruction and ensuring they
receive consistent and effective Reading Professional Development inclusive of guiding reading, read alouds, writing instruction and independent reading
Campus Turnaround Plan
District Name:
Campus Name:
HoustonISD
FondrenMiddleSchool
Turnaround Initiative: Describe your systemic approach for turning
around the campus.
CREATE PROCESSES TO DRIVE A LITERACY PROGRAM THAT WILL DO
THE FOLLOWING: CSF 1 &2: Utilize literacy assessments to measure
student progress and improve reading achievement. (common assessments,
technology-based literacy tools, corrective-focused reading resources, and
other district-provided tools). CSF: 1, 2, 5, 7: Collect ongoing data to drive
training, instruction, planning, assessment, and parent engagement. CSF 1,
4, 5: Create a student intake process that creates a literacy profile. CSF 3:
Leadership will monitor data and ensure alignement of instruction with data
from weekly literacy checkpoints. Individual teacher conferences and
instructional leader conferences to discuss data and pivot to address needs
of students. CSF 7: Teachers will participate in one-on-one conferences with
leadership to help make instructional decisions. CSF 5: Parent activities will
be re-tooled to focus on equipping adults to work with students at home to
County-District Number
(CDN):
101-912
Campus Number:
72
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.
CSF 1: The re-vamped holistic literacy program will enable virtually every student on campus to be at/above grade level in reading. Students will be more
successful on content-level literacy and cross-curricular learning. CSF 2 & 7: Teachers will have more information about students and their instructional needs
to make decisions, the quality of the instruction will increase (questioning, prescriptive flexible grouping). CSF 3: Leaders will be empowered with this data to
examine classroom instruction with more clarity and focus in order to coach teachers through instructional best practices and make informed decisions
regarding campus processes and initiatives. CSF 5: Parents will be equipped with information regarding student progress to become fully-participating
stakeholders in the education of their student. CSF 4: The mobility intake process will identify students who need intervention (not only using if passed or failed
STAAR). CSF 7: Provide teachers with the opportunity to analyze student assessment data for strengths/weaknesses to guide backwards planning. CSF 1 & 5:
Students will participate in student-led data conferences through Franklin Covey's The Leader In Me.
Processes/Procedures: What processes, procedures, and policies are needed to ensure that the turnaround initiative will be implemented
effectively?
1. Create a schedule of all assessments and build this into the school wide schedule. 2. Leaders and staff time will be protected for progress monitoring by
proactively preparing agendas that include actions items specific to progress monitoring i.e. practicing lessons before going live, receiving feedback so lesson
adjustments can be made correctly and timely, reviewing/creating assessments 3. Intervention and assessments will be built into the instruction schedule. 4.
Achievement meetings and goal setting conferences will be established; quarterly one-on-one teacher/admin conferences to discuss student progress will be
scheduled. 5. Community calendar will be created to communicate reading workshops and learning labs to families; as well as maintaining an up to date
website and using social media to encourage parental support of the literacy learning circles. 6. Campus professional development will be planned using 2016
STAAR data, comprehensive assessments, iStation data and grade level literacy reflections. Additionally, the implementation of parent report card pick up to
help facilitate in-home conversations about student progress, professional development in Cross Curriculum Reading Comprehension & Writing-Mild, Medium
and Spicy by Justin Glowney 7. Students will conduct student-led conferences to commuicate progress and goals with family members.
Campus Turnaround Plan
District Name:
HoustonISD
County-District Number
(CDN):
101-912
Campus Name:
Campus Number:
FondrenMiddleSchool
72
Communications: How will you communicate a shared and clear vision for the turnaround initiative that results in a collaborative effort toward
student success?
THE FONDREN WAY: We learn to read, we read to learn, we learn to LEAD. STUDENTS: Grade level data walls displaying reading goals, student-led
conferences, literacy report cards PARENTS: Literacy focus group that invites parents to the reading process, Literacy report cards for student progress,
community calendar with literacy events, TEACHERS: school wide calendar with all training and assessment dates added COMMUNITY: Community
calendar, Re-purpose the library to bring literacy excitment back and allow the community access to the library.
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?
BARRIERS to extended reading instruction time: time in the schedule, expertise of staff, and human capital elective rotations. RESOLUTION: The current
school schedule will be re-vamped to provide a minimum of 80 minutes of reading per day (uninterrupted) and an additional reading intervention class that will
focus on vocabulary, fluency, comprehension, inferences, plot and more-provided for all grade levels, including the special education students. Currently during
electives students participate in technology, band, choir, health, art, theatre arts and physical education. RESOLUTION: Technology will become a digital
literacy lab. Electives including AVID, theatre arts, art, choir and band will incorporate daily reflective writing from lessons taught in thier content. All teachers
will receive literacy professional development appropriate to the needs of the grade level(s) served, because all staff members will be charged with becoming
teachers of reading. Staff will have access to and use appropriate diagnostic assessment tools for reading literacy for students. The staff will continue to
promote school wide literacy strategies in every curriculum content area. BARRIERS for parent engagement: Parent knowledge of the reading process.
RESOLUTION: Parents will receive a detailed report for the students literacy performance every six weeks. This will be generated during professional learning
communities and learning labs provided by staff members. The parents will receive training, which will include model lessons of how to assist their student with
literacy while at home. BARRIER: Consistency of instruction across the building RESOULUTION: A set of school-wide reading strategies and a school-wide
reading expectations will be implemented with small group instruction led by the entire staff.
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.)
Campus Turnaround Plan
District Name:
Campus Name:
HoustonISD
FondrenMiddleSchool
County-District Number
(CDN):
101-912
Campus Number:
72
School Leaders: Principal and Assistant Principal will be present in their grade level or content PLC daily to ensure the protection of progress monitoring time
happening with Instructional Coaches, Demonstration Teachers, Planning, Practicing Delivering Lessons and reading the data for a complete understanding.
School leaders will also to active roles in modeling lesson delivery for stations, guided reading and independent reading.
Instructional Specialist (Reading and Math): will work side by side teachers, coaching on instructional delivery, offering real time feedback, lesson plan
feedback and facilitating data conversations. They will also model lessons, lesson cycle and ensure teacher understand how to maximize the use of 80 minutes
of reading instruction a day.
TDS (teacher
development specialist): Will work side by side teachers, coaching on instructional delivery, offering real time feedback, lesson plan feedback and facilitating
data conversations. They will also model lessons, lesson cycle and ensure teacher understand how to maximize the use of 80 minutes of reading instruction a
day. Additionally, writing assessments, offering insight on Master Courses-directing teachers to most up to tools on HUB and/or shared lessons that have been
delivered on other campuses that are effective for student learning.
Demonstration Teachers and Grade Level Chairs: Exemplar teachers who model Instructional Excellence on campus. They lead thier department in data,
Campus Turnaround Plan
District Name:
Campus Name:
County-District Number
(CDN):
101-912
HoustonISD
Campus Number:
FondrenMiddleSchool
72
How will you allocate campus and district funds for this initiative?
Category
Payroll
Professional Development
Amount
Description
3,133,000 Librarian, additional reading teachers for each grade level to accommodate 80 minute blocks,
35,000 Houston A+ Reading/Writing Professional Development, Literacy In the Middle, AVID Training, Literacy
Lab Training, corrected reading
Supplies and Materials
150,000 Expendables for Reading (STAAR Ready, STAAR Master, Texas Coach)
Other Operating Cost
115,000 Technology-laptops, ipads, licenses for iStation, licenses for iLit, printing testing material, testing
supplies,
Capital Outlay
16,000 All of the informatin listed above is subject to change as the final budget has not yet been approved by
the Board of Directors.