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Nitsch

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More Than A Comeback: The Blueprint Behind Nitsch’s State-Leading Gains

Part of the “Houston Schools That Inspire” Series

By Meron Tekle

I remember when people said, “These kids can’t.”

Low test scores were seen as a given. Expectations were low, and the learning environment reflected that. But we refused to accept that story—not about our students, not about our school. A new team of educators and leaders arrived at Nitsch determined to change the narrative, not with flash or shortcuts, but with steady, intentional work.

The school knew better than to chase magic solutions or overnight wins. Instead, campus leaders focused on getting the basics right. They weren’t trying to hit home runs— they were just wanted to get on base, again and again, until the momentum shifted.

And it worked.

Between 2019 and 2022, Nitsch’s STAAR performance — the district’s highest poverty elementary school—raised its overall STAAR rating from 71 to 95.

That’s how they began reshaping the learning ecosystem: piece by piece, system by system.

What Makes Melilo Middle School Work: Key Elements

Clear, predictable schoolwide routines

Systems that create predictability and calm

Protected instructional time

Every minute counts, every moment is planned

Data-fueled instructional planning

Weekly PLCs where student progress guides instruction

Lead teachers as coaches

Grade-level leaders who drive consistency and support

Strong adult culture

Staff aligned on goals, expectations, and accountability

The System is the Strategy

Nitsch’s principal, Frank Ward, used to work at a different school in the district.

When he came to Nitsch, it was clear that certain systems were ineffective, culminating in lower test scores for students and a learning environment that needed an overhaul. Rather than chasing quick fixes, he embraced the idea of getting the basics right.The goal was to create an environment where every student, regardless of their background, could succeed.

They started with structure. Predictable, schoolwide routines created calm and clarity. Every minute of every day was optimized for learning. Lessons were planned with purpose. Instructional time was sacred. Reteaching wasn’t reactive—it was strategic. They built systems not for compliance, but for connection, ensuring no child slipped through the cracks.

Where Data Meets Dialogue

A key part of that system was the culture around PLCS (professional learning communities). A strong PLC culture creates stronger outcomes for students, and establishing that culture became a priority.

At Nitsch, there’s a 90-minute PLC block each week for every grade level. When you enter the room at that weekly meeting, there’s data all around the room about every single student. A big TV screen, featuring numbers on each student, serves as the starting point of the weekly conversation. In those 90 minutes, teachers discuss not only where they’re seeing gaps, but also specific ways that they plan to adjust their lessons.

But the importance of PLCs goes beyond that weekly meeting. There’s an assigned lead teacher for every grade level that coaches other instructors. That helps create consistent systems around the school that create predictability for students, which helps them focus on their subject matter. This emphasis of PLCs helps establish community, accountability, and a clear way forward for teachers who want to help students succeed.

Clearly Focused

Having these consistent systems has created a learning environment where all students are able to concentrate on their learning. In one class, there were about 60 children who were silent and focused, their attention fixed on their teacher. After a bit, they were asked to break off into groups, where they continued to quietly collaborate with each other.

Helping students attain this level of concentration is no small feat, particularly once we realized that the instructor we met wasn’t the students’ full-time teacher. The productive learning didn’t stop in the teacher’s absence because student success wasn’t tied to a single superstar teacher. It was anchored by a structured environment that makes it easier for kids to know what to do and learn effectively. It was anchored by teachers who are determined to keep refining their methods to help their students succeed.

And the results speak for themselves.

Once labeled a low-performing school, Nitsch is now one of just three schools in Texas to achieve perfect growth scores. Every student group is outperforming state and local averages—by double digits in many areas.

Campus leaders are quick to note that they celebrate those wins, but never settle. The weekly student awards, principal walk-throughs, and collaborative teacher coaching all send the same message: growth is ongoing. Success isn’t a finish line—it’s a process.

So while some people used to say, “These kids can’t,” Nitsch proved: these kids absolutely can.

This story is part of the “Houston Schools That Inspire” series. Explore more stories here →