Turnaround Plan
Turnaround Plan for Westview Middle School
3rd Year Consecutive F (UA3)
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Selection of School Improvement Strategy |
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Westview Middle School has a new administrative team this year, including an experienced turnaround principal. One assistant principal position has been elevated to an associate principal role with no student discipline caseload, allowing that leader to focus exclusively on instructional leadership. The two other assistant principals are also seasoned leaders with experience in supporting school improvement. Westview Middle School will implement Intensive Curriculum and Instruction Improvements. The district has been awarded a LASO 3 Instructional Leadership Pathways grant to support the implementation of this strategy. The school improvement strategy selected for Westview Middle School focuses on implementing strong school culture systems and classroom rigor through PLC protocols, which research and district experience show can produce rapid improvements in student outcomes. By providing targeted training, ongoing coaching, and structured observation/feedback cycles, campus leaders and teachers will have clear guidance and actionable steps to immediately impact instructional quality and student engagement. The strategy’s focus on aligned leadership practices, collaborative planning, and consistent classroom expectations ensures that improvements are both focused and measurable, creating conditions for quick, sustainable student growth. The campus will be supported by Big Rocks Education Services, a State Approved Provider. Big Rock Educational Services (BRES) is a proven, hands-on, collaborative, and metrics-driven partner with a national track record of supporting schools and districts in building strong systems and improving student outcomes. Since 2014, BRES has worked with over 250 schools, 20 districts, and multiple state agencies and non-profit organizations, helping campus and network leaders realize their visions for excellence. BRES’s approach is immersive and side-by-side, rather than traditional consulting, ensuring that district and campus leaders collaboratively implement strategies while building capacity for long-term sustainability. Evidence of their impact includes: improved state accountability ratings, higher state test results (STAAR), decreased discipline referrals, higher teacher retention rates, and more students engaged in on-task learning. The goals for the strategy are as follows:
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Curriculum and Instruction |
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The campus will utilize Bluebonnet Math mid-module and end-of-module assessments to track and monitor student performance in math. Study Sync end-of-unit assessments will be used to track and monitor student performance in RLA. In addition, students are asked to complete three Extended Constructed Response essay questions, one per nine-week grading period leading up to the STAAR Assessment. The campus will also use screeners in reading and math to identify students who need additional interventions. The district calendar includes 172.5 days. The school day includes 50 minutes of Math and 50 minutes of ELA instruction each day, which is sufficient time to implement the adopted curriculum. The campus will implement a PLCs structured by course and grade level that meet twice a week. They will use a protocol to strengthen teacher planning, instructional delivery, and responsiveness to student learning. During planning, teachers study upcoming lessons to deeply understand the lesson outcomes, content, and highest-impact instructional moves. They rehearse key parts of the lesson to build confidence, refine pacing, and anticipate potential student misconceptions. Lessons are then delivered using high-quality instructional materials (HQIM), with an emphasis on maintaining alignment to the curriculum while fostering student voice, active engagement, and rigorous learning experiences. After instruction, teachers and leaders analyze common assessment and exit ticket data to identify trends in student mastery. These reviews highlight what content requires reteaching and which students need additional support. Instruction is then adjusted through targeted reteaching, scaffolding, or intervention based on the data, ensuring a continuous cycle of planning, execution, and refinement that drives improved student outcomes. |
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Capacity Building |
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All Principal Supervisors, along with the Chief of Schools and Director of School Improvement, will participate in the National Principal Supervisors Academy provided by Relay Graduate School of Education, focusing on instructional rigor, data-informed instruction, strategic planning, and coaching principals. Principals receive monthly full-day sessions, PLC time, 1:1 coaching, and Lead4Ward series membership, while Assistant Principals attend half-day sessions and targeted coaching to strengthen instructional leadership. Teachers begin the year with professional development on curriculum resources, materials, and lesson internalization, with additional cohort-based sessions for first-, second-, and third-year teachers. Mentorship, 1:1 coaching, and two campus-led PD opportunities supplement district training, targeting PLC and data analysis, collaborative planning, RBIS, trauma-informed practices, lesson internalization, and PBIS. Teachers receive weekly classroom observations and feedback from campus administrators, instructional coaches, and district leaders, using Kick-Up for formal T-TESS-aligned observations and Instructional Coherence Walkthroughs to assess HQIM, RBIS, and lesson plans. Kick-Up and the Instructional Coherence Walkthrough evaluate teachers’ implementation of research-based strategies, alignment to HQIM, and fidelity of weekly lesson plans, providing actionable feedback to strengthen instruction. New or inexperienced teachers and administrators receive intensive coaching, mentoring, and cohort support; teachers and administrators without a proven track record are prioritized for additional coaching cycles; uncertified teachers receive mentoring, targeted PD, and observation feedback aligned to certification requirements. |
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Milestones |
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School Year 2025-26 - School Culture + Classroom Rigor |
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Summer/Fall 2025 |
Spring 2026 |
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School Year 2026-27 - School Culture & Classroom Rigor Refresh + Observation/Feedback & Roles/Responsibilities |
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Summer/Fall 2026 |
Spring 2027 |
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Performance Management |
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District and campus leaders will monitor implementation through regular progress checks, data analysis, and leadership team accountability. Monthly leadership meetings, classroom walkthroughs, and coaching cycles will provide ongoing feedback, while quarterly, mid-year, and end-of-year reviews will assess milestone progress, student outcomes, and implementation fidelity. This structured approach ensures timely adjustments and promotes sustainable improvements in school culture and classroom rigor. Progress toward the milestones will be reviewed by a combination of district and campus leaders. The Director of School Improvement (DSI) oversees overall implementation and leads quarterly progress reviews, while the Principal Supervisor holds the principal accountable and provides coaching to ensure fidelity. The campus principal and leadership team monitor day-to-day implementation, collect evidence, and report progress, with BRES supporting implementation and the Chief of Schools reviewing milestones at the district level. Milestone progress will be reviewed on multiple regular cycles. Campus leadership teams will meet monthly to review classroom and PLC evidence, while district and campus leaders will conduct formal quarterly reviews to assess completion and adjust strategies. Additionally, mid-year and end-of-year reviews will evaluate progress toward culture, classroom rigor, observation/feedback cycles, and calendaring goals to guide adjustments and plan for sustainability. Data will be collected through multiple sources to capture implementation fidelity and impact. Leaders will document evidence during classroom walkthroughs, and PLC artifacts such as agendas, lesson plans, and student work will be reviewed. Coaching logs, notes from BRES coaching sessions, and student outcome data—including assessments and CBAs—will also be collected and submitted regularly to track progress against the milestones. Milestone data will be shared through structured, transparent communication channels. Principals will provide updates to their leadership teams and Principal Supervisor, while the DSI will provide weekly updates to the Office of School Leadership. Key metrics will be tracked in a central dashboard, and formal presentations summarizing progress, student outcomes, and fidelity of implementation will be shared with district leadership, with highlights communicated to staff and the school community as appropriate. |
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Resources |
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Grant and local funds will be used to purchase the following additional resources for Westview Middle School. Costs are per year of implementation of the strategy. |
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Cost |
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Instructional Leadership Coaching through BRES |
$82,500 (LASO 3 Grant) to support campus leadership at Pflugerville Middle School, along with Westview MIddle School, Connally High School, and Springhill Elementary |
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Additional Staff:
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$25,000 (Local funds) |
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Stakeholder Engagement |
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Westview held a public meeting on September 10, 2025 to gather input on the development of the Turnaround Plan from parents, teachers, staff, and community members. Stakeholders were asked what they liked about Westview, what changes they would like to see, and then had the opportunity to rank school improvement strategies. The Turnaround Plan was shared with stakeholders on October 8, 2025 to collect feedback on the plan. The plan was posted on the district’s campus website. The board is set to approve the plan on October 16, 2025. link to comments |
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