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Arlington ISD adopts districtwide turnaround plan to address D and F campuses
Summary
The Arlington ISD Board approved a three‑year districtwide targeted improvement and turnaround plan focused on implementing high‑quality instructional materials with fidelity, tightening pacing and monitoring classroom practice to reduce the district's D/F campuses and meet TEA intervention requirements.
The Arlington ISD Board of Trustees on Nov. 20 approved a districtwide targeted improvement and turnaround plan aimed at reducing the number of campuses rated D or F under state accountability rules.
District leaders framed the plan as a three‑year strategy to implement, deepen and sustain consistent use of state‑approved, high‑quality instructional materials (HQIMs) and to monitor classroom implementation. "Our strategy is to implement systems to ensure consistent use of district‑adopted high‑quality instructional materials with fidelity," Superintendent Doctor Smith said during the presentation.
The plan's year‑one focus is professional learning, establishing monitoring protocols and creating district–campus leadership teams to internalize lesson content so teachers can deliver lessons with rigor and appropriate pacing. In year two the district intends to deepen implementation — including a larger rollout of Bluebonnet (Eureka Math) for mathematics contingent on state adoption and further instructional coaching — and in year three the district will focus on sustaining the practices and refining data‑driven decision‑making.
Administration said the district has reduced its count of D/F campuses from 34 to 24 this cycle, and noted that earning a C rating on a campus removes consecutive unacceptable counts under TEA rules. "We have to implement with fidelity," Brett Champion, chief academic officer, told the board. "The focus is intensive curriculum and instruction improvement — rigor, productive struggle and appropriate pacing."
Trustees debated tradeoffs between providing narrowly sequenced lessons that support less experienced teachers and preserving teacher autonomy. Several trustees urged urgency, and others proposed additional community supports to address poverty‑related challenges that correlate with low outcomes.
The board unanimously approved the plan, which administration said will be accompanied by a clear success‑monitoring rhythm and named owners for each action step. Next steps include near‑term progress monitoring, a pilot expansion of selected HQIM materials in targeted schools, and ongoing reporting to the board.
