RMA - Midland Campus Turnaround Plan · failure of previous improvement efforts, and the local context. Below is a table describing the possible actions that districts could consider.

44 53 30

STAAR Component - Raw Score:12 All Subj. 16/17: 17% ApproachAll Subj. 17/18: 31% Approach, 6% Meet, 0% Master Alg I 16/17: 18% ApproachAlg I 17/18: 21% Approach; 2% Meet; 0% Master Eng 16/17: 15% ApproachEng 17/18: 25% Approach; 3% Meet; 0% MasterBio 16/17: 9% ApproachBio 17/18: 32% Approach; 3% Meet; 0% Master US Hist 16/17: 23% ApproachUS Hist 17/18: 52% Approach; 18% Meet; 0% Master CCMR Component, Raw Score 0Graduation Rate; Raw Score 0Drop Out Rate 16/17: N/ADrop Out Rate 17/18: 33.1%

Index two was scored N/A.Because of the mobility of the campus there are inadequate students to show progress from one snap shot to the next. Domain 2 was not scored for this campus for 17-18. Index three was scored at 9%, and Index 4 was scored N/A

Masters scores in each area were 0%. Meets scores were 3% and less (refer to domain 1 contributing factors for exact data). Because of the lack of instructional expertise by teachers very little rigor was present either in lesson design or delivery. CCMR was taken from the year before and the campus was still focused on drop outs. Deadlines for CCMR input had passed once the district and campus understood those requirements.

Debra Theesfield Norman Hall Amanda McQuade Cynthia Neverdousky Garrett Black, TEA Joanne Crompton, TEA

English Teacher

Data Review and Gap AnalysisPerformance Trends

This is the second year of Improvement Required for Richard Milburn Academy - Midland South. Comparisons are only from last year because the campus was combined with another Midland campus in 16-17. Prior to that the district was consolidated. Looking at the academic scores available, performance in all areas has remained low. The campus has seen a drastic upheaval with the consolidation of the two Midland campuses. Classroom teachers were either in alternative certification programs or were teacher assistants for distance classes. There were two principals for the campus in 17-18 with one resigning before school started and the other resigning in the spring. The loss of administrators left the campus under the leadership of the Instructional Coach. The counselor position was vacant most of the year.

Contributing Factors:

Domain 2 Scale Score:


Domain 3 Scale Score:

Science TeacherMorgan Williamson

Richard Milburn Academy

Date of Board Approval:

000000010

Campus Number:

Midland South

Campus Name:

014801

District Number:

ESF Facilitator:PSP:DCSI:Superintendent:Principal:


Gap Analysis

Continue to Section II Tab

Domain 1 Scale Score: Improvement Required

RMA - Midland Campus Turnaround Plan

Other stakeholders involved in plan development: (add rows as needed)Name:

District Name:

Role:Rebecca Gerhardt Instructional CoachTricia Mauro CounselorCarmen Yonke Student & Community CoordinatorKiefer Farrer

Richard Milburn Academy - Midland 1

Prioritized Focus Area

1

2

1

1. Diagnostic Results

Essential Action

Foundational Essential Action Root Cause(s)

The principal is adding a weekly on-campus PLC for all instructional staff that will include unpacking the TEKS, writing lesson plans that include higher levels of instructional delivery, and strategies to engage students. As the principal and the Instructional Coach observe, feedback will be given and individualized plans for each teacher will be developed.

Foundational Essential Action/Other Action or Practice

What contributed to your success in this area? How will you sustain and improve upon this success over the next 2 years?

3.1 Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations

4.1 Curriculum and interim assessments aligned to TEKS with a year-long scope and sequence

Campus leadership and teachers developed a process collaboratively to implement and embed mission goals and values in the core work of the campus.

Curriculum is established through the district. PLCs for core content areas are provided virtually. Campus is providing a PLC for staff that focuses on unpacking the TEKS and how to write lessons that include higher levels of instructional delivery.

Effective Schools Framework Diagnostic Summary

2. Areas of Relative Strength: What Foundational Essential Actions or other campus practices were identified as relative areas of strength from the diagnostic?

Foundational Essential Action Diagnostic Score

1.1 Develop campus instructional leaders (principal, assistant principal, teacher leaders) with clear roles and responsibilities

2.1 Recruit, select, assign, induct, and retain a full staff of highly qualified educators

3.1 Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations

4.1 Curriculum and interim assessments aligned to TEKS with a year-long scope and sequence

5.1 Objective-driven daily lesson plans with formative assessments

1

1

2

2

0

Diagnostic Score

5.3 Data Driven Instruction

3. Prioritized Focus Areas for Improvement


5.3 Data driven Instruction

Teachers lack the training, practice, and knowledge to write and deliver objective-driven daily lessons with formative assessments. Leadership did not have clear roles and responsibilities to prioritize time management effectively. Because of the lack of time management, the campus leadership failed to deliver timely, effective feedback to teachers so that they could grow in their instructional practices.

Teachers lack the training, practice, and knowledge to write and deliver data-driven daily lessons. Leadership did not have clear roles and responsibilities to prioritize time management effectively. Because of the lack of tome management, the campus leadership did not do a good job of helping teachers grow in their knowledge of using data to drive instruction. The district did not have procedures in place to drive PLCs with a focus on data-driven instruction.

While there was little evidence of how the campus incorporated the vision in class, it was evident that teachers were collaboratively working to support the vision. Moving forward, processes and protocols will be established and implemented which will help teachers understand how to hold students accountable, how to state expectations, and how to communicate these high expectations to students and parents alike.

Root Cause Analysis for Prioritized Focus Areas: For each Prioritized Focus Area identified above, what does the campus intervention team believe contributed to the lack of progress or success in prioritized areas for improvement? What, if any, other Essential Actions from the ESF are related to the root cause? Which barriers related to district commitments that have contributed to the lack of progress or success?

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3

Optional Additional Focus Area

Continue to Section III Tab


The campus leadership team was put in place very late in the hiring window after many certified teachers were already locked into a contract. After combining the two Midland campuses two years ago, the community perception was not positive. A lack of effective marketing has also led to RMA having a negative reputation within the community. Several factors have led to a difficulty in recruiting highly qualified teachers. The district marketing for RMA has not been focused on teacher recruitment, so teachers looking for positions look at the local ISDs without knowing to look to RMA for openings. There is not a strong partnership between the local campus and the ESC and other programs providing alternative certification. There is also not a strong relationship between the campus and the local universities with graduating teachers. Lastly, there is a deficit of teachers in the area, resulting in both major ISDs being short on teachers. Retention of educators on this campus has been difficult because there has been a lack of stability in the campus leadership.

Historical data shows low performance in the area of College/Career/Military Readiness scores.


Examination of AlternativesDistricts and campus intervention teams should consider all possible turnaround strategies for schools that persistently struggle to deliver improved results for students. The appropriate

turnaround strategy for a particular campus will depend upon analysis of school performance data, school performance trends, building utilization or enrollment trends, the success or failure of previous improvement efforts, and the local context. Below is a table describing the possible actions that districts could consider. Districts that select a School Action turnaround

strategy can and should consider applying for grant funds from the TEA School Action Fund.

Description

•Use the results of the Effective Schools Framework diagnostic and root cause analysis to improve ESF-related practices at the campus.

• Conduct a new school design process, ensuring that the plan for the new school addresses the levers of the ESF.• Launch a new district-managed school, with new school leadership, new staff, a new academic model, and a phase-in of grade levels. • Ensure that students in the current IR campus(es) are given priority in enrollment in the new school.

School Action Create a new school

School ActionRestart a low-performing

school, managed as a partnership

• Identify or develop a non-profit school management organization to partner to manage the existing campus. • Authorize the partner organization as an in-district charter school.

School Action Replicate a great school

School ActionRestart a low-performing

school, using a strategic staffing model

• Identify an existing high performing district campus.• Support the campus leader to develop the capacity to replicate the successful campus. • Launch a second campus as an in-district charter school, managed by the originating principal.• Ensure that students in the current IR campus(es) are given priority in enrollment in the replicated school.

• Restart the existing campus with new school leadership and majority of new staff, providing incentives for the highest performing teachers in the district to work on the campus. • Implement a rigorous ESF-aligned school model.

School ActionCreate a new school, managed

as a partnership

• Identify or develop a non-profit school management organization to partner with the district to develop a new school, ensuring that the levers of the ESF are addressed in the new schools. • Launch a new in-district charter school, managed by the partner organization, that includes new school leadership, new staff, a new academic model, and a phase-in of grade levels. • Ensure that students in the current IR campus(es) are given priority in enrollment in the new school.

Turnaround Strategy Type

Turnaround Strategy

School ImprovementImprove foundational practices

at the campus

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Improve foundational practices at the campus

Describe why the campus intervention team selected this turnaround strategy.The campus intervention team has spent much time discussing the lack of procedures and best-practice teaching strategies on campus. Because almost the entire campus is comprised of individuals who are in new positions, there is a need to train and educate all staff members in various aspects of their position, and this is paramount especially in terms of teaching staff. In implementing a plan to improve foundational practices on campus, the training and education of staff members becomes an area of hyper-focus, increasing the chances of meeting the goals addressed in the turn-around plan.

If you have selected a School Improvement turnaround Strategy: continue to Section IV tab.

If you have selected a School Action turnaround strategy: continue to Section V tab.

Which school turnaround strategy has the campus intervention team selected?

School ActionRedesign a low-performing

school• Conduct a new school design process, ensuring that the plan for the new school addresses the levers of the ESF.• Launch a redesigned district-managed school with the existing campus staff, but with a new academic model.

School Action Close a low-performing school• Close the low-performing campus and reassign students to higher performing (A or B rated) campuses or new or replicated campuses.

Districts that select any of the School Action turnaround strategies should contact the TEA Division of System Support and Innovation at [email protected] for additional information and support. Districts should plan to submit grant applications to the School Action Fund for campuses that meet eligibility criteria for resources to support such actions.

Rationale for the election of a school turnaround strategy


Prioritized Focus Area 1

Which key practices related to this foundational essential action will the campus and district focus on improving in the short term

(Year 1)?

List steps the campus will take to implement the key practices reach the desired state of the Foundational Essential Action above?

5.1 All lesson plans include clear objectives, opening activities, multiple paths of instruction to a clearly defined curricular goal, and formative assessments.

1. Teachers will be trained to plan with a backwards design process so that they can write objectives by analyzing whatstudents need to know and be able to do.2. Lesson plans will be due 3 weeks prior to the lesson delivery.3. Each classroom teacher will review lesson plans with the instructional coach or the principal 2 weeks prior to lessondelivery so that there will be ample time to revise lessons.4. The principal and instructional coach will observe teachers and provide feedback electronically and face-to-face.5. The instructional coach will meet with teachers individually once a week6. Teachers will attend the weekly district PLCs7. The instructional coach will attend the district PLCs to ensure the teachers are accountable to the instruction providedby the district curriculum and instructional specialists.5. The campus PLC will focus efforts regarding instructional delivery trends throughout the campus.

5.2 The school adopts three to five consistent instructional strategies, classroom procedures, and routines.

1. Teachers will receive training in cooperative learning strategies.2. Strategies will be implemented across campus one at a time. Teachers will include the strategy in their lesson plan. 3.The principal and instructional coach will work with the teachers before the strategy is used in class so that teachers arecomfortable with the implementation.3. The principal and the instructional coach will observe the strategy in class and then provide immediate feedback toteachers so they can continue to perfect the strategy. New strategies will be implemented once teachers master theprevious one.4. The campus PLC will focus efforts regarding instructional delivery trends throughout the campus.

Effective Schools Framework-Aligned Turnaround Plan (School Improvement) Complete the sections below only for the 2-3 Essential Actions that were prioritized in Section II.

Which Foundational Essential Action will the campus and district focus on improving in the short term (Year 1)?


Which Prioritized Lever does this Foundational Essential Action fall under?

Prioritized Lever 5: Effective Instruction

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1.2 Focused plan development and regular monitoring of implementation and outcomes

1. The campus improvement team will consistently monitor the turnaround plan to ensure fidelity, not only in implementation, but also in continuing with best practices after moving out of IR status. 2. The campus leadership team will work to ensure any campus plans are designed to complement the turn-around plan.

Describe how the campus will address the root cause(s), identified in Section II, that may hinder improving in this area. Addressing the training needs of the teachers on campus will make it possible for them to design objective-driven lesson plans and deliver effective instruction. The campus principal and instructional coach will utilize their campus calendars to ensure maximum time is spent in observing and coaching teachers. As focus is placed on protecting the roles and responsibilities of instructional leaders, the emphasis will remain in increasing the efficacy of campus instruction.

List the district commitments that the district will take to assist the campus in achieving improvement in this Foundational Essential Action.The district will1. Provide a lesson plan template that addresses objectives, differentiation, intervention and formative assessments2.Provide weekly district PLC meetings addressing instructional topics with core content area teachers3. Audit lesson plans and provide feedback for the Principal and Instructional Coach4. Conduct observations and calibrate with Principal and Instructional Coach

The district will1. Review all job descriptions regularly2. Provide a list of specific roles and responsibilities for each campus position3. Review each campus position's job description with the Principal4. Review the roles and responsibilities for each campus position with the Principal5. Attend and participate in campus instructional leadership meetings

Highlight the cells for the other Essential Actions from the ESF that the campus will focus on in the long term (Year 2+) to complement or support this foundational Essential Action.

Describe how this other Essential Action relates to and supports the Foundational Essential Action above. Include when and how the campus will address this Essential Action. The implementation plan must align to the narrative provided here. Note that this section cannot be modified until the campus receives two consecutive acceptable ratings.

1.1 Campus instructional leaders have clear and transparent roles and responsibilities.

1. Instructional leaders will build individual calendars to protect time allocated to focus on weekly classroom visits. 2. Instructional leaders will hold weekly meetings to collaborate regarding teacher progress and coaching support for teachers. 3. The campus roles and responsibilities document will be revised to reflect the current campus structure with a focus on supporting school improvement. 4. The document will be shared with faculty and staff, and reviewed on a semi-annual basis for continued focus on supporting school improvement.


Prioritized Focus Area 2Which Foundational Essential Action will the campus and district focus on improving in the short term (Year 1)?

5.3 Data Driven Instruction

Capital Outlay

Supplies and Materials

Other Operating Costs

Payroll

Professional Development$10,000

Training for cooperative learning strategies, including additional days with observation and feedback regarding teacher use of the strategies taught.

Who will support the district and campus in making improvements in this lever or action? Identify partners and their role in supporting the steps described above (e.g. ESCs, TEA-vetted school improvement partners, etc.)

Region 17, 18, and 20 ESC, ESF Facilitator, and Campus assigned PSP will provide resources, professional development, and feedback regarding campus improvement.

Budget and Financial Resources

Funds outlined in the budget table should include any supplemental costs required to implement the turnaround plan for 2 or more years. For example, salaries for teachers and principals should not be included; however, if the initiative calls for teacher stipends to cover extra duties, those costs should be accounted for in the table.

Category

List the district commitments that the district will take to assist the campus in achieving improvement in these other Essential Actions above.The district will1. Develop a district observation calendar2. Provide training over each T-TESS Domain during weekly department meetings for Principals, Instructional coaches and teachers3. Practice micro-splicing observations to calibrate

Amount Description

5.2 Effective classroom routines and instructional strategies

1.Instructional leaders will begin the school year by providing professional development geared towards understanding the need for and designing routines for common classroom transitions. 2. Teachers will train students to become proficient in following classroom procedures. 3. The principal and instructional coach will look for evidence of effective routines and strategies when conducting walkthroughs and provide feedback and coaching regarding best practices.

2.2 Build teacher capacity through observation and feedback cycles

1. Processes for classroom observations will include timelines for coaching and for feedback. 2. District walkthrough software will be used to review lesson plans as well as to track walkthrough data. 3. The principal and instructional coach will find resources to assist in developing effective coaching and feedback skills.


Describe how the campus will address the root cause(s), identified in Section II, that may hinder improving in this area. Addressing the training needs of the teachers on campus will make it possible for them to design data-driven lessons and assessments. The use of PLCs to review data and student outcomes will keep the focus on data-driven instruction as the required practice across campus.

5.3 PLCs engage in frequent group analysis of data in pursuit of root causes.

1. Campus PLCs will provide ongoing support and accountability efforts to ensure teachers are using the data to drive instruction.

5.4 A student tracking system is in place that uses assessment information, course grades, teacher referrals, discipline, and attendance to track each student, and the intensity and schedule for any needed interventions.

1. An electronic data-tracking system will be made available for teachers to have instant access to real-time data on each student on campus. 2. Teachers will lead students in data tracking following assessments, including benchmark exams. 3. Students will be able to set goals and track their own progress through the use of the TEA student portal and district WebSmart access. This will include graduation status, attendance, grades, and EOC progress.


(Year 1)?


5.3 A continuous data review process is in place, including aligning assessments, analyzing interim and formative assessments, and taking action based on results through corrective instruction.

1. Teachers will be trained in conducting data reviews and utilizing data to drive instruction. 2. The campus principal and the instructional coach will guide teachers in forming assessments designed to target student areas of need and use those results to spiral student deficits for reteach and interventions. 3. Teachers will receive training in formative assessment procedures and strategies as well as how to use the information for reteach and interventions.

5.3 PLCs use protocols to analyze student outcomes, student data, and student work.

1. Teachers will be trained in the use of Eduphoria as a tool to access student data, create reports, and analyze student needs to drive instructional planning.


Prioritized Lever 5: Effective Instruction


5.4 RTI for students with learning gaps

1. The focus on student data will enable instructional staff to quickly identify struggling students.2. Instructional staff will use student data to design interventions for students with learning gaps.3. Develop a calendar for additional intervention time where teachers will use data to drive targeted instruction forstudent.

1.2 Focused plan development and regular monitoring of implementation and outcomes

1. The campus improvement team will consistently monitor the turnaround plan to ensure fidelity, not only inimplementation, but also in continuing with best practices after moving out of IR status.2. The campus leadership team will work to ensure any campus plans are designed to complement the turn-around plan.

2.2 Build teacher capacity through observation and feedback cycles

1. Processes for classroom observations will include timelines for coaching and for feedback.2. District walkthrough software will be used to review lesson plans as well as to track walkthrough data.3. The principal and instructional coach will find resources to assist in developing effective coaching and feedback skillsfor teachers.

List the district commitments that the district will take to assist the campus in achieving improvement in this Foundational Essential Action.The district will1. Provide frequent curriculum based assessments that are aligned to the scope and sequence2. Provide interim assessments3. Provide a district assessment calendar4. Develop and implement assessment processes and procedures5. Train Instructional Coaches & teachers how to build TEKS aligned assessments6. Providing ongoing data analysis training7. Provide immediate data from all district provided assessments8. Meet with Instructional Coaches to disaggregate data9. Provide training and support over data walls


Describe how this other Essential Action relates and supports the Foundational Essential Action above. Include when and how the campus will address this Essential Action. The implementation plan must align to the narrative provided here. Note that this section cannot be modified until the campus receives two consecutive acceptable ratings.


Prioritized Focus Area 3Which Foundational Essential Action will the campus and district focus on improving in the short term (Year 1)?



Prioritized Lever 2: Effective, Well-Supported Teachers

Capital Outlay



Payroll

Professional Development

$ 6,000.00 Additional hourly pay for teachers to provide interventions for primarily Tier 1 (for students to achieve meets and masters) and Tier 3 (for students to achieve approaches) students.

$ 6,000.00 Training from consultants regarding the use of heat maps, field guides, and additional resources geared toward the use of data to drive instruction.


Region 17, 18, and 20 ESC, ESF Facilitator, and Campus assigned PSP will provide resources, professional development, and feedback regarding campus improvement.



Category

List the district commitments that the district will take to assist the campus in achieving improvement in these other Essential Actions above.

The district will 1. Develop and implement RtI process2. Provide intervention classes in the master schedule3. Train and monitor the use of the intervention model in the classroom4. Research and provide recommendations for intervention resources (e.g. Coach, Khan Academy, manipulatives, etc.)

Amount


Describe how the campus will address the root cause(s), identified in Section II, that may hinder improving in this area. As teachers are effectively coached, campus improvements in the areas of accountability and instructional delivery will make the campus a more desirable place for teachers to work. Retention will improve. Recruitment of highly qualified teachers will be more efficient.

List the district commitments that the district will take to assist the campus in achieving improvement in this Foundational Essential Action.The district will1. Recruit qualified candidates at job fairs and through alternative programs2. Develop and implement onboarding process that includes training in each position3. Provide HR training that includes soft skills, coaching and counseling employees4. Develop and implement exiting process that include an exit interview with the HR department5. Provide quality marketing and advertising for vacancies


(Year 1)?


2.2 All staff are observed, at least briefly on a weekly basis, with a focus on monitoring schoolwide priorities for improvement and consistent implementation of schoolwide routines.

1. Processes for classroom observations will include timelines for coaching and for feedback. 2. District walkthrough software will be used to review lesson plans as well as to track walkthrough data. 3. The principal and instructional coach will find resources to assist in developing effective coaching and feedback skills. 4. Instructional leaders will build individual calendars to protect time allocated to focus on weekly classroom visits. 5. Instructional leaders will calendar weekly meetings to collaborate regarding teacher progress and coaching support for teachers.

2.2 Teachers receive concrete and actionable feedback within 48 hours of an observation or walk-through.

1. Processes for classroom observations will include timelines for coaching and for feedback. 2. District walkthrough software will be used to review lesson plans as well as to track walkthrough data. 3. The principal and instructional coach will find resources to assist in developing effective coaching and feedback skills. 4. Instructional leaders will build individual calendars to protect time allocated to focus on weekly classroom visits and expedite feedback to teachers. 5. Instructional leaders will calendar weekly meetings to collaborate regarding teacher progress and coaching support for teachers.



Region 17, 18, and 20 ESC, ESF Facilitator, and Campus assigned PSP will provide resources, professional development, and feedback regarding the needs of new teachers.

List the district commitments that the district will take to assist the campus in achieving improvement in these other Essential Actions above.

The district will1. Provide a student handbook and code of conduct2. Provide an employee handbook3. Provide job descriptions and a roles & responsibilities document4. Provide and share a paper and electronic district calendar with all employees that includes all important dates from all departments and weekly meeting links

5.2 Effective classroom routines and instructional strategies

1.Instructional leaders will begin the school year by providing professional development geared towards understandingthe need for and designing routines for common classroom transitions.2. Teachers will train students to become proficient in following classroom procedures.3. The principal and instructional coach will look for evidence of effective routines and strategies when conductingwalkthroughs and provide feedback and coaching regarding best practices.

3.2 Explicit behavioral expectations and management systems for students and staff

1. Processes for classroom observations will include timelines for coaching and for feedback.2. District walkthrough software will be used to track walkthrough data and teacher efficacy.3. Instructional leaders will build individual calendars to protect time allocated to focus on weekly classroom visits andexpedite feedback to teachers.4. The campus roles and responsibilities document will be revised to reflect the current campus structure with a focus onsupporting school improvement. The document will be shared with faculty and staff, and reviewed on a semi-annualbasis for continued focus on supporting school improvement.


Describe how this other Essential Action relates and supports the Foundational Essential Action above. Include when and how the campus will address this Essential Action. The implementation plan must align to the narrative provided here. Note that this section cannot be modified until the campus receives two consecutive acceptable ratings.


Who will support the district and campus in making improvements in this area? Identify partners and their role in supporting the steps described above (e.g. ESCs, TEA-vetted school improvement partners, etc.)

ESC 20; TSCA; LSSSCA

List the district actions that the district will take to assist the campus in achieving improvement in this area.The district will1.Improve all CTE pathways2. Incorporate industry-based certifications3. Provide training over 05 and 55 graduation requirements4. Conduct AAR audits , reviewing all graduation requirements5. Conduct CCMR audits for all graduates6. Provide training over CCMR criteria

Describe how the campus will address the root cause(s), identified in Section II, that may hinder improving in this area. 1. Counselor will meet with every student to discuss and develop personal graduation plans that incorporate one CCMR component2. A credit audit will conducted weekly to ensure all students are coded appropriately for CTE coherent sequences3. Hold college and career nights for students and parents4. All anticipated graduates will participate in an administration of the ASVAB5. Provide TSI, SAT, ACT testing opportunities6. Identify graduates who meet 05 and 55 graduation requirements and ensure transcript is coded correctly

All students will be provided opportunities to meet college, career and/or military readiness standards by the time they graduate.Describe what the campus will focus on and the overall approach to improving in this area.

Optional Additional Focus Area (only complete this section if the campus will focus on an additional are not captured in the ESF)

Capital Outlay



Payroll




Category Amount



Capital Outlay



$500 Professional Development over CCMR and A-F accountability

$200 Information Meetings



Category

Payroll

Amount


RMA - Midland Campus Turnaround Plan · failure of previous improvement efforts, and the local context. Below is a table describing the possible actions that districts could consider.

Documents