Title 1 Middle School Turnaround:
How Implementing a Lesson Plan Framework Led to School Growth

Meeting the individual learning needs of students is a priority, and challenge, for nearly every school, let alone a title 1 school. However, with the added obstacles Douglas Byrd Middle School faced in the last few years, the task could have seemed insurmountable.

 

 

Under the leadership of Principal Tina DiGaudio, Ed.D., coupled with a Learning-Focused partnership, they not only put a plan in place to meet the obstacles head on, but also exceeded growth expectations four years in a row, and today, continue to progress. 

Overcoming Middle School Challenges Title 1 Schools Encounter

Like many Title I schools, Douglas Byrd Middle School faced a range of complex challenges:

• High Student Absenteeism: Many students faced discipline issues and difficult home environments, contributing to frequent absences
• Teacher Turnover: Staffing was a constant challenge, with difficulty retaining licensed teachers who transferred out. In her first year, the school had 20 teachers in the Beginning Teacher Program alone.
• School Merger: In the midst of gaining traction on initiatives, the school consolidated with another lower-performing middle school. Such consolidations often negatively impact student morale and performance, and in this case, additional issues as new staff members were all at different stages of the Learning-Focused professional development process.

Despite the multitude of challenges competing for attention and focus, Tina knew she wanted to establish, and commit to, implementing a concrete framework for lesson planning with a focus on teacher training and meeting individual student needs. 

Except for a small group of veterans, many teachers struggled to develop and execute strong lesson plans with embedded critical thinking questions, vocabulary, and differentiation.

To address these gaps, Tina had brought in the best of the best, Learning-Focused, to implement a structured lesson planning framework and address the school’s needs.

Learning-Focused: Lesson Plan and Instructional Framework Specialists

When Tina first met with Don Marlett at Learning-Focused, she had just been assigned to the school. “I was familiar with Don through a previous county I worked in, and thought the Learning-Focused framework would be a good fit with my school’s needs.” 

The engagement consisted of the following:

• Leadership training for administration and instructional coaches
• Professional development on the The High Performance Learning-Focused Lesson, step 1 of the Learning-Focused Instructional Framework for teachers and staff
• Professional development on Increasing the Rigor of Learning-Focused Lessons, step 2 of the framework, alongside a transition course of Learning-Focused Lessons for new staff from the recently merged school
• Professional development on Accelerating Learning with Scaffolding Strategies held at the Learning-Focused Training Center in Asheville, NC
• Ongoing on-site support visits and coaching sessions with Don 

Implementation Strategies and Best Practices 

“The first year was tough,” DiGaudio admitted. “Starting during the pandemic, followed by a school merger, added complexity. Some teachers initially saw the framework as extra work. However, our multi-classroom leaders (MCLs) and instructional coaches provided vital support. They modeled practices, assisted with planning, and helped teachers see the long-term benefits.”

Key implementation strategies included:

• Strong Leadership Support: APs and coaches aligned early, providing consistent guidance.
• Collaborative Planning: Teachers received practical, scaffolded support during planning sessions.
• Common Vocabulary and Consistency: Students and staff began using shared terminology, making expectations clear and instruction more cohesive.
• Adjusted Timelines: as new teachers faced skill or knowledge gaps, additional training was provided on core components such as high-yield strategies, effective questioning, and the use of text structures. 

“It was a work in progress,” shares Tina, “because we continued to introduce new staff members every year.” 

However, little by little, staff and administration noticed things were coming together. “It was validating when an outside instructional coach came in and observed, ‘This is the only school where you can walk in and see everyone doing the same thing.’” 

That consistency proved to be the key to their success. 

Results and Impact: Consistency Leads to School Growth  

The team knew change would not come through a quick fix. Tina recognized early on that this would be a minimum three-year journey. This long-term perspective kept leadership and staff focused and resilient through challenges.

Results and growth are still in progress, but so far, the school has achieved:

• Exceeding Growth Goals: Consistently hitting and surpassing growth targets.
• Notable Achievements:
  • In 8th-grade math, projections estimated only 7 students would pass the EOG; 34 students passed, surpassing expectations by nearly five times.
  • The school’s growth index in reading and math reached a positive 3.6.
  • While proficiency rates are still improving, the growth demonstrates significant student progress.
• External Validation: District instructional coaches noted Douglas Byrd Middle School’s consistency, highlighting how every classroom reflected the same instructional framework and strategies.
  

Lessons Learned and Advice for School Leaders 

Tina’s advice to other school leaders, principals, and APs, includes: 

• Be Flexible: “Take it slow and modify the plan as needed. Don’t be afraid to adjust the timeline for your staff’s needs.”
• Invest in Coaching: “While I believe we could’ve made progress, we could not have made nearly the same amount of progress as quickly as we did without a common framework and support every step of the way."
• Commit to consistency: “Teachers need to know this isn’t just another temporary initiative; it’s part of the culture now. Schools and Districts are good at putting band-aids on problems; 'quick fixes' are often needed, but we went in knowing this would be a long cycle and commitment."

Final Reflections 

Ongoing support from Learning-Focused proved invaluable. “Teachers are accustomed to coaching visits with Don. They appreciate the input and feedback, which validates their work. Don would also come up with something the team hadn’t thought of, which contributes to ongoing teacher development and growth,” says Tina. 

“I’m incredibly proud of our staff and students. Four years of exceeding growth expectations isn’t easy, especially with the hurdles we’ve faced. But our team’s commitment to doing what’s best for  kids has made all the difference.”

Tina’s visionary leadership, high expectations of staff and students, follow-through, and foresight in partnering with Learning-Focused were instrumental in driving progress, which is continuing today.  

Contact Learning-Focused today to see how we can support you, your school, your educators, and your students to improve academic achievement.

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