Red Oak Middle School outlines LIP after 'D' rating; focuses on SPED and emergent bilingual students
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Summary
Principal Chris Thompson presented a state-required Local Improvement Plan for Red Oak Middle School after the campus received a D rating; the plan prioritizes three Texas Effective Schools Framework levers: teacher feedback cycles, data-driven instruction and schoolwide behavioral expectations.
Red Oak Middle School (ROMS) presented a Local Improvement Plan (LIP) to the board after being identified as an additionally targeted campus and receiving an overall 'D' accountability rating. Principal Chris Thompson and district staff said two student groups were specially identified for intervention: students receiving special education services and emergent bilingual students.
"We were identified as being additionally targeted... those two groups are SPED population and our EB or emergent bilingual population," Thompson said. He described a three-lever approach drawn from the Texas Effective Schools Framework: lever 5.2 (building teacher capacity through observation and feedback), lever 5.3 (data-driven instruction with post-assessment protocols), and lever 3.1 (explicit schoolwide behavioral expectations and culture routines).
Key, measurable actions include requiring administrators to complete a minimum number of walk-throughs per teacher each semester with 48‑hour feedback to teachers, instituting formal data-analysis protocols after each common assessment, creating intervention plans based on that analysis, and aiming to reduce discipline referrals by 5 percent each six weeks. Thompson and district staff said ROMS has increased classroom walkthroughs (more than 250 logged this year), established district dashboards for fundamental-5 walkthroughs and discipline data, and added instructional staff supports including a new math/science instructional coach and an ESL teacher for secondary campuses.
Board members asked how many students were involved. Thompson estimated special education students were roughly 18 percent of the campus — about 140 students — and said emergent bilingual counts fluctuated so he declined to give an exact number for that group. District curriculum staff described how historical student profiles are available in Eduphoria and district dashboards so teachers and leaders can track individual student performance over multiple years and coordinate interventions across campuses.
The presentation closed with a pledge to monitor progress through frequent data meetings, campus-level checkpoints and reporting back to the board; no formal board action was taken during the presentation, but trustees asked for subsequent accountability reports and indicated support for returning updates on outcomes.