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Principals outline campus improvement plans and performance playbook priorities
Summary
Principals from Denton ISD campuses presented campus improvement plans tied to a district performance playbook, describing strategies for student outcomes, staff engagement, MTSS, parental involvement and community partnerships, and emphasizing mentorship and targeted interventions.
Campus leaders used the board's workshop on Oct. 14 to present campus improvement plans (CIPs) organized around the district's four "compass points" and a performance playbook intended to align expectations and strategies across campuses.
Presenters described tangible steps and examples: weekly professional learning team (PLT) meetings to analyze early literacy screeners and other diagnostics; a reinforced multi-tiered system of supports (MTSS) that integrates academic, behavioral and social-emotional interventions; "cowboy time" or targeted pull-out groups to address immediate learning needs; and staff mentoring programs for early-career teachers. Several principals emphasized teacher leadership and parent engagement as central levers.
Andrea Hare (Hodge Elementary) described regular Gallup pulse surveys and short, targeted staff workshops designed to increase engagement and retention. Carly Rogers (Rodriguez) described stay interviews, monthly anonymous feedback groups and micro-PD sessions driven by staff input to build recognition and voice. Joel Ayes (Denton High School) described a campus mentorship program that pairs new teachers with experienced mentors and uses a consistent performance playbook as a professional standard. Principals also highlighted successful community partnerships with TWU, CoServ, local businesses, the public library and local nonprofits that bring STEM and career exposure into schools.
Board members praised the work, asked about parental responses and the support needed for campuses with higher needs, and the administration said targeted improvement and turnaround plans will be presented to the board at a future meeting for campuses that require them.
The presentations were framed as ongoing, living documents: campuses will monitor outcomes, adjust strategies and report progress to the district.
