Connally ISD Turnaround Plan

Connally ISD Turnaround Plan
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Connally ISD Turnaround Plan

Parents: We are looking for your feedback regarding this plan before  June 9, 2016. Please email your comments, concerns and questions to Dr. Sandra Hancock, Thank you! 

Connally Early Childhood Center, Connally Primary School, and Connally Elementary School

Historical Narrative

The lack of success at the elementary (CES) is what has caused these three campuses (which are paired with it) to be labeled as Improvement Required.   This past fall, CES has been restructured to house grades 4&5. Grade 3 was placed at the primary (CPS to add urgency to the feeder campus & help alignment with grade 2), & PK/K were moved off of CPS & onto the new early childhood center (CECC) to allow a greater focus on foundational needs.  Below is a timeline noting the changes in campus leadership over the past 9 years at the intermediate center (CIC), CES, CPS, CECC.


  • 2007-08: Boles is Supt. since 06. CPS/CES stable w/Moore, Cumby & Hancock; CIC (grades 5-6) Prin. Southard resigned/Nail named prin.
  • 2009-10: CPS/CES stable; CIC prin. Nail left to follow husband (AD) /Brown named prin.
  • 2010-11: Supt. Penland replaced Boles. Cumby (CES prin. since 01) went to CHS/Wimberly came to CES (grades 3-4); Hancock remained as AP; CIC prin. Brown & AP Lovesmith reassigned mid-year/Cody named interim
  • 2011-12: RESTRUCTURE: 5th to CES (became 3-5) under Wimberly with Hancock as AP/6th to CJH
  • 2012-13: Positions began to open in the district & Penland encouraged Wimberly (CES prin. for 2 years) to take DAEP prin. & Hancock (CES AP for 7 years) to take Fed. Prog. Director job resulting in her hiring Prin. Swann (with only PK/K leadership experience) & AP Mormino (no admin experience) for CES in mid-August.  An outside consultant was hired mid-term to work alongside the principal for multiple days each week.  Results from spring tested resulted in the 1st year of IR for 13-14.
  • 2013-14: Penland hired principal LeBlanc for CES & named Miller as AP just prior to her resignation.  Holt became interim supt./then supt in March 14. This was the second year of IR for 14-15.
  • 2014-15: Prin. LeBlanc stayed for 1 more year with a new AP Biezenski.  This was the 3rd year of IR for 15-16.
  • 2015-16: Supt. Holt made organizational changes for this school year.  CECC opened serving PK-K w/Prin. Sulak (formerly CPS AP for 3 years), & CPS now serves 1-3 with Prin. Moore (since 2005) & new AP Pasisis. Bounds was hired as CES Prin. but left mid-August due to family issues. Wimberly became CES interim prin.


In sum, CECC is new & has had one principal; CPS has had the same principal for 11 years; 4th grade teachers at CES have had 6 prin. in 7 years; 5th grade teachers at CES have had 9 prin. in 7 years. Changes in central caused systems to slide, & that level of district support for campuses & leadership was non-existent leaving new leaders to struggle.


Systemic Root Cause (that has led to low performance)

The turnover in school and district leadership has caused tremendous instability at the campuses, including the ability to retain professional staff. Systems at the district level (thus impacting the schools) were non-existent for a number of years causing inconsistencies that negatively impacted data-driven instruction, targeted student interventions, and climate. 


Turnaround Initiative

In evaluating the root cause and the CSFs, it was determined that the turnaround initiative should focus on leadership effectiveness within each campus in order to address, implement, and sustain systems that will enhance and increase student achievement.


Outcome (how will the initiative address the root cause)

When we build, implement, and monitor systems with capable leadership in place in coordination with strong instructional staff, there will be sustainability apparent that will enhance student learning, increase student performance, and decrease the turnover rate among professional staff. 


Processes and Procedures (what is in place to ensure effective implementation)

For RTI, there will be in Initial Intervention Placement (Based on Last Year’s EOY Data) Document to be completed by the campus coordinator and given to the teacher before the first day of instruction). A Master Intervention List will be developed, updated, and submitted monthly to the campus principal and asst. superintendent.  After beginning of the year universal screening, Intervention Needs Class Summary and Grade Level Summary will be completed by the classroom teacher and RTI Coordinator respectively to determine the intervention needs overview for the campus.  Forms to document the Collaborative Conferences will be refined to differentiate initial, Tier 2, and Tier 3 reviews of learning and behavioral concerns.  Checklists for each meeting will be developed to facilitate the collection of appropriate data to be reviewed at the collaborative conferences. Intervention Progress Case Study questions developed by UT and TEA will be completed by the interventionist as a reflective practice if students are not showing progress.


Campus and district leadership will meet monthly to ensure programmatic checklists and activities are completed (i.e. GT progress report, AVID professional learning boost completion, PK/Kindergarten Round-up, status of special education referrals).


The district will be changing procedures for posting open positions, such as interventionists, to attract a higher quality applicant pool.


Accountability for implementing new processes and procedures is key to success of any system.  Administration will participate in a study on Crucial Accountability.


Data will be reviewed following every common assessment, benchmark, and universal screening as outlined in the district Comprehensive Assessment Plan.


Instructional resources, programs, and initiatives (including AVID)  will be streamlined to develop a more fluid lesson design following  meetings between grade level teachers, the Asst. Superintendent, and PSP.


Technology plans have been put in place to move from computer lab settings to computers on wheels to increase accessibility for students and teachers.


T-TESS and T-PESS will be used for professional evaluations.


Communication (clear and shared vision resulting in collaborative efforts resulting in student success)

Communication is a strength in the district.  Lines of communication are open from the superintendent to all stakeholders, including administrators, teachers, staff, parents, community members, and students.


Principals will be held accountable for communicating processes, procedures, and organizational structures effectively and accurately to all stakeholders in order to ensure support is evident: They will emphasize articulating  why and how of any initiatives that have been put in place as outlined in the turnaround plan. Campuses will incorporate the phone call-out system, emails/newsletters to parents, electronic newsletters to community and parents, parent orientation meetings, parent/teacher conferences, family engagement trainings, parent/teacher phone calls, faculty learning meetings, PLCs, teacher/administrator conferences, local news media, chamber meetings/luncheons, etc.


Organizational Structure (elimination of barriers, reassignment of roles, empowerment of staff)

The current organizational structure within the district and campuses is not a barrier.  Changes have been made over the past year to address the organization which have improved student achievement.   One change that will be made is to add a new asst. principal position to the early childhood center to allow the principal to be a more effective instructional leader.  A new principal will be in place at the elementary. The ongoing monitoring and resources are very targeted to improvement in student learning and will continue with added accountability checks.


Capacity and Resources: An additional asst. principal has been added to the early childhood center to allow the principal to become a more effective instructional leader, and a new principal is being hired for the elementary campus. 







New asst. principal for early childhood center

Professional Development


Training on establishing accountability systems; training on systems, checklists, and expectations; training on state accountability systems ($1700); web-based program for developing training videos for systems to share with internal stakeholders; data dig sessions ($10,000)

Supplies and Materials


Books for book studies