Austin ISD proposes district-managed restart for three struggling middle schools

Austin Independent School District leaders on an internal briefing described a district-managed restart as the recommended turnaround strategy for Burnett, Dobie and Webb middle schools, aiming to move each campus to at least a C rating within a two-year window.

The district said the plan would use the Accelerated Campus Excellence (ACE) turnaround model aligned to the Texas Education Agency’s Effective Schools Framework (ESF), and would include new school leadership and staffing, extended learning time focused on reading and math, stronger family and community partnerships, social-emotional supports and a performance-management system that relies on interim assessments. The district plans to present a final recommendation to the board for approval by June 12, 2025, and to submit approved turnaround plans to the Texas Education Agency by June 30, 2025.

Dr. Angel Wilson, assistant superintendent of secondary schools, told the briefing that “turnaround plans require a laser focus on generating significant and sustainable growth and student achievement, with the ultimate goal of earning at least a C rating within the 2 year time frame.” She said the district is recommending an AISD-managed restart that would preserve neighborhood schools while requiring new campus leadership and instructional staff. "If significant progress is not made, we may need to move forward with an 1882 partnership," Wilson said, repeating that a state partnership would be a contingent option.

Dr. Jacob Reich, chief officer of governmental relations and board services, described how the district would monitor progress. Reich said the district would supplement its usual assessments with additional testing — naming both release STAR and interim STAR tests alongside MAP assessments — and would use results, plus campus leadership feedback, to decide whether progress is sufficient to avoid a state partnership.

Dr. Latonya Amerson, interim assistant superintendent for school improvement, outlined the district’s planned organizational supports. The district has created a school improvement office led by Amerson and said it would redesignate executive directors who supervise principals to provide closer oversight of intervening campuses; those changes are described as cost-neutral and include an additional director focused on turnaround work.

District presenters emphasized five core pillars of the ACE model: strategic staffing (placing the most effective principals and teachers in high-need schools, using quantitative and qualitative data and incentives), instructional excellence (data-driven instruction and professional learning communities), extended learning time (daily reading and math blocks and a one-hour weekly extended day), social-emotional learning and wraparound services, and parent and community partnerships.

On classroom scheduling, the district proposed moving from a four-period day to a five-period day at the secondary level; blocks would be shortened from 90 minutes to 70 minutes so students can access reading and math instruction daily rather than every other day. The district also plans to embed intensive Tier 3 interventions into students’ schedules and to require students to have at least two electives. District staff said additional instructional and academic coaches will be provided, and that assessments will be housed in a data platform referred to as AWARE (also mentioned: Edgeforia) to produce reports within two instructional days.

Presenters said curriculum work already under way includes adoption and redesign of high-quality instructional materials. The district cited the TEKS Resource System as a foundation, which staff transformed into “year-at-a-glance” (YAGS) units and an instructional resource guide that includes suggested pacing, model lessons and embedded assessments; differentiated supports for students with high needs and emerging bilingual students will be included.

Officials repeatedly noted the accountability consequences that could follow if campuses continue to earn F ratings: the Texas Education Agency could take action that includes closing a campus or appointing a board of managers. District staff said even if a campus met accountability and earned a C or higher after moving to an 1882 partnership, the contractual requirements of a restart or partnership could remain in force because those arrangements typically span multiple years.

Next steps outlined by district staff include finalizing a districtwide school improvement plan, completing a staffing analysis, finalizing summer learning and professional development plans, engaging community communication and facilitation partners, and preparing the board recommendation and TEA submission on the stated June timeline. No formal board vote or final approval occurred during this briefing.

The briefing named several external resources and partners the district plans to use or consult, including the Texas Education Agency (TEA), regional education service providers (Region 13), the Texas Association of School Administrators (TASA), the Center for Model Schools, and TEA-vetted technical assistance providers for restart implementation and grant support.