Diagnostic reviews may happen after years two, three, or four of Priority or Focus status, depending on what the data show and progress made. The data triggers that determine whether or not it’s after year 2, 3, or 4 need to be defined. Since our Focus and Priority schools are finishing their 2nd year, the earliest this first diagnostic review could happen would be Spring 2015 or Spring 2016. A clear rubric for the diagnostic review needs to be used and shared with the school beforehand. Results of the review will be shared with the superintendent, school, and school board. Make-up of the review and planning teams: External Review Team is made up of staff who are not in the school or district. They must have proven experience in school turnaround and respect and credibility from the field. Internal Planning team then creates the plan based off of the review and is made up of internal school and district staff and two members from the external review team. School board members shall be kept appraised of the process and recommendations. After the review: Plan would need to be recommended for approval by the external team, with final approval from the Deputy Superintendent of Public Instruction. School implements plan. Implementation is monitored. Plan is adjusted as needed. There are two main distinguishing features between the plans in Step 1 & 2: In Step 1, the plan is developed locally and may include, not shall include, the following: Ensure effective and appropriate formative and interim assessments are in place. Ensure the district and school are in a process of learning from similar schools. Engage the school board in professional development and accountability discussions. Provide additional resources and supports in the form of staffing, for example counselors, social workers, etc. In Step 1, the plan cannot include replacing superintendent, district staff, principal, and/or teachers. Intervention Step Two It is possible to by-pass Step 1 and move directly to Step 2 if the situation is egregious. Such as improvement plans are not implemented and/or there is blatant disregard for engaging in the process. One or more supports and interventions be required to be implemented, depending on the results of the diagnostic review, consisting of but not limited to: Replace staff in leadership positions with turnaround leaders, for example- Superintendent District staff Principal Limited staff replacement. Direction over budget. Increased instructional time.
Diagnostic reviews may happen after years two, three, or four of Priority or Focus status, depending on what the data show and progress made. The data triggers that determine whether or not it’s after year 2, 3, or 4 need to be defined. Since our Focus and Priority schools are finishing their 2nd year, the earliest this first diagnostic review could happen would be Spring 2015 or Spring 2016. A clear rubric for the diagnostic review needs to be used and shared with the school beforehand. Results of the review will be shared with the superintendent, school, and school board. Make-up of the review and planning teams: External Review Team is made up of staff who are not in the school or district. They must have proven experience in school turnaround and respect and credibility from the field. Internal Planning team then creates the plan based off of the review and is made up of internal school and district staff and two members from the external review team. School board members shall be kept appraised of the process and recommendations. After the review: Plan would need to be recommended for approval by the external team, with final approval from the Deputy Superintendent of Public Instruction. School implements plan. Implementation is monitored. Plan is adjusted as needed. There are two main distinguishing features between the plans in Step 1 & 2: In Step 1, the plan is developed locally and may include, not shall include, the following: Ensure effective and appropriate formative and interim assessments are in place. Ensure the district and school are in a process of learning from similar schools. Engage the school board in professional development and accountability discussions. Provide additional resources and supports in the form of staffing, for example counselors, social workers, etc. In Step 1, the plan cannot include replacing superintendent, district staff, principal, and/or teachers. Intervention Step Two It is possible to by-pass Step 1 and move directly to Step 2 if the situation is egregious. Such as improvement plans are not implemented and/or there is blatant disregard for engaging in the process. One or more supports and interventions be required to be implemented, depending on the results of the diagnostic review, consisting of but not limited to: Replace staff in leadership positions with turnaround leaders, for example- Superintendent District staff Principal Limited staff replacement. Direction over budget. Increased instructional time.
RecommendationsTF_DSIA.docx