4. Corrective Action
If, after four consecutive years, schools still do not make their performance targets, school districts will assist schools in implementing one or more critical changes, depending upon the specific needs of the individual schools. These might include replacing members of the school staff; adopting and implementing a new curriculum; relieving school management of some responsibilities; extending the school day or school year; employing an outside expert to help the school on its progress toward making performance benchmarks in accordance with its school plan; or reorganizing the school.
Questions for Administrators:
- What data should we organize and analyze to better understand why our efforts to improve are not working?
- How do we use our professional development plan as the basis for continuous and formative feedback?
- What is the best way to work with the district to make the greatest improvements for our school?
- What resources are available for me to help my staff and students adapt to these changes?
- How do I reorganize my allocation of resources to better
support focused efforts for reform?
Questions for Parents:
- Where can I learn more about the school's plans for corrective action?
- How can I help my child adapt to the school's changes?
- What should a standards-based curriculum look like in my child's school?
- If my child's teacher gets replaced, how can I best work with the new teacher to ensure my child's success?
Resources
School Improvement: Focusing on student performance
www.nsse.org/si1.html
This site provides a comprehensive guide for school improvement that focuses on a data-driven and research-based framework for improving student learning.
Help for Parents: NEA resources
http://www.nea.org/parents/nearesources-parents.html
The National Education Association offers several tools and resources for helping parents help their children make the most of the educational experience.
Successful School Restructuring: A report to the public and educators
Fred M. Newmann and Gary G. Wehlage.
The Center on Organization and Restructuring of Schools. The Board
of Regents of the University of Wisconsin System. Madison, WI: 1995.
This study found three characteristics of major changes that determined if a school's reforms advanced student learning.
Building Capacity for Education Reform
Jennifer O'Day.
CPRE Policy Briefs. December 1995. Consortium for Policy
Research in Education. New Brunswick, NJ.
This report argues that discussions of whether the education system
has the ability to meet new demands should be broadened to include
factors such as the relationship between teacher capacity and the
abilities of schools and districts to accomplish standards-based,
or systemic, reform.
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