Attachment 2
District Intervention at Levels 3 through 5
Framework for District Accountability and Assistance
Accountability
State Actions
2
State Actions
- Provide Comprehensive Annual District
Trend Profile for every district & school,
Levels 1-5;
- Conduct random district reviews
Review & approve District &
School Improvement Plans
Use Trend Profile and
other data to revise
Improvement Plans.
Conduct random district reviews
District Actions
Consider using ESE’s district selfassessment process. Consider how each
school can implement appropriate
Essential Conditions effectively
Provide VOLUNTARY Access to online
models & tools
planning tools and templates, selfassessment tool & protocol, teacher working
condition survey, classroom observation
protocols, etc.
SUGGEST assistance
Above plus targeted assistance for
identified student groups,
professional development
opportunities, etc.
Ensure identified schools
implement at least some
Essential Conditions effectively
LOOSE
3
Use ESE’s selfassessment process
to revise improvement
plans and strategies for
monitoring and
implementing them.
Conduct selective district
reviews
Give PRIORITY for assistance Complete ESE’s district
Above plus assistance, e.g.:
self-assessment process.
guided self-assessment,
Ensure identified schools
planning guidance, etc.
implement most
Essential Conditions
effectively
LEVEL 3
{A}
4
Level 3 Criteria
Assistance & Intervention
District Actions
1
Collaborate with ESE
Conduct district
on Intervention Plan;
review and develop
uses it to review,
Intervention
revise, and re-focus
plan with district;
Improvement
Commissioner
Plans and
approves district’s
strategies
Intervention and
for supporting
Improvement
their
Plans for
implementation BESE; and
appoints
Accountability
Monitor.
For Intervention
Schools, ensure use
of all Essential
Above plus ESE
Conditions
appoints
effectively; or
Assistance
adopt a
Liaison to
turnaround
TIGHT
coordinate
model
intervention
from
options
identified
by ESE
REQUIRE
Intervention
ESE
Selective
District
Reviews
{B}
5
Districts enter Level 3 based on the following AYP determinations:
 Districts in Corrective Action and/or
 Districts with Schools identified for Corrective Action or in Restructuring Status
Co-Governance
Joint District-ESE
Decision Making
&
Governance
District completes ESE's District
Self-Assessment Process
District revises the District Improvement Plan
based on Self-Assessment findings
Improve to Level 2 or 1
ESE Targeted Assistance
guides process, planning,
and available resources
Remain in Level 3
Level 4
Level 4 Criteria
Framework for District Accountability and Assistance
Accountability
Assistance & Intervention
District Actions
1
State Actions
2
State Actions
- Provide Comprehensive Annual District
Trend Profile for every district & school,
Levels 1-5;
- Conduct random district reviews
Review & approve District &
School Improvement Plans
Use Trend Profile and
other data to revise
Improvement Plans.
Conduct random district reviews
District Actions
Consider using ESE’s district selfassessment process. Consider how each
school can implement appropriate
Essential Conditions effectively
Provide VOLUNTARY Access to online
models & tools
planning tools and templates, selfassessment tool & protocol, teacher working
condition survey, classroom observation
protocols, etc.
SUGGEST assistance
Above plus targeted assistance for
identified student groups,
professional development
opportunities, etc.
Ensure identified schools
implement at least some
Essential Conditions effectively
LOOSE
3
Use ESE’s selfassessment process
to revise improvement
plans and strategies for
monitoring and
implementing them.
Conduct selective district
reviews
Give PRIORITY for assistance Complete ESE’s district
Above plus assistance, e.g.:
self-assessment process.
guided self-assessment,
Ensure identified schools
planning guidance, etc.
implement most
Essential Conditions
effectively
{A}
4
For Intervention
Collaborate with ESE
REQUIRE
Conduct district
Schools, ensure use
on Intervention Plan;
Intervention
review and develop
of all Essential
uses it to review,
Above plus ESE
Intervention
Conditions
revise, and re-focus
appoints
plan with district;
effectively; or
Improvement
Assistance
Commissioner
adopt a
Plans and
approves district’s Liaison to
turnaround
strategies
TIGHT
Intervention and coordinate
model
for supporting
intervention
Improvement
from
their
Plans for
implementation BESE; and
options
identified
appoints
by ESE
Accountability
Monitor.
LEVEL 4
Districts enter Level 4 based on the following quantitative and/or qualitative criteria:
 On the basis of having one or more Level 4 School, i.e., schools with low absolute achievement (high
proportions of students with failing/warning scores); little or no improvement over time (CPI and, if
applicable, graduation rate); and low annual student growth over time (MCAS Growth Model); and/or
 Fundamental district weaknesses (e.g., governance, leadership, and/or finance) through District Review
{B}
5
Co-Governance
Joint District-ESE
Decision Making
&
Governance
ESE conducts or uses existing District Review –
examines district processes, assesses capacity, and
identifies actions required to strengthen district performance
ESE Accountability Monitor
monitors the planning to ensure
that strategies and benchmarks
are sufficiently bold
District develops a District Intervention Plan –
with progress benchmarks and timetable to ensure that
priority indicators and Essential Conditions are met
Commissioner approves/rejects
District Intervention Plan
ESE Accountability Monitor
monitors implementation
ESE Assistance Liaison
provides guidelines for
intervention strategies and
benchmarks
ESE Assistance Liaison
recommends assistance
as needed including grant
funding
Commissioner reports annually to BESE on districts’ progress
Improve to Level 3, 2 or 1
Remain in Level 4
BESE considers Level 5 based on Commissioner’s recommendation
Framework for District Accountability and Assistance
Accountability
Assistance & Intervention
District Actions
1
State Actions
2
State Actions
- Provide Comprehensive Annual District
Trend Profile for every district & school,
Levels 1-5;
- Conduct random district reviews
Review & approve District &
School Improvement Plans
Use Trend Profile and
other data to revise
Improvement Plans.
Conduct random district reviews
District Actions
Consider using ESE’s district selfassessment process. Consider how each
school can implement appropriate
Essential Conditions effectively
Provide VOLUNTARY Access to online
models & tools
planning tools and templates, selfassessment tool & protocol, teacher working
condition survey, classroom observation
protocols, etc.
SUGGEST assistance
Above plus targeted assistance for
identified student groups,
professional development
opportunities, etc.
Ensure identified schools
implement at least some
Essential Conditions effectively
LOOSE
3
Use ESE’s selfassessment process
to revise improvement
plans and strategies for
monitoring and
implementing them.
Conduct selective district
reviews
Give PRIORITY for assistance Complete ESE’s district
Above plus assistance, e.g.:
self-assessment process.
guided self-assessment,
Ensure identified schools
planning guidance, etc.
implement most
Essential Conditions
effectively
{A}
4
Collaborate with ESE
Conduct district
on Intervention Plan;
review and develop
uses it to review,
Intervention
revise, and re-focus
plan with district;
Improvement
Commissioner
Plans and
approves district’s
strategies
Intervention and
for supporting
Improvement
their
Plans for
implementation BESE; and
appoints
Accountability
Monitor.
For Intervention
Schools, ensure use
of all Essential
Above plus ESE
Conditions
appoints
effectively; or
Assistance
adopt a
Liaison to
turnaround
TIGHT
coordinate
model
intervention
from
options
identified
by ESE
REQUIRE
Intervention
Level 5 Criteria
BESE designates a district in Level 5 based on the following qualitative and quantitative criteria:
 A fact-finding review concludes that the district requires stronger intervention
 One or more Level 4 Schools fails to meet progress benchmarks in the Intervention Plan
 District is unable to present an acceptable Intervention Plan and/or meet the progress benchmarks
{B}
5
LEVEL 5
Co-Governance
Joint District-ESE
Decision Making
&
Governance
Level 5 District – ESE Co-Governs
BESE appoints a receiver/independent commission
to share responsibility for major decisions at the school and/or
district level as needed
September 2, 2009
Centers for Accountability and Assistance