October 7, 2011
As an integral component of this district accountability strategy, a substantial number of community organizations must integrate the P-16 data system into their provision of services to promote continuous improvement of all schools. Activities should be aligned with the district’s Title I plan and ongoing federal school improvement activities occurring in the district’s low performing schools.
In both of these enumerated strategies, states should closely monitor district progress and proceed with appropriate state takeover requirements in districts that fail to make sufficient gains on leading indicators after two years of implementation.
The effectiveness of the ESEA waiver package is yet to be determined. We can argue the conceptual merits or the legal authority, but it is up to states to grasp the current opportunity and build effective, sustainable strategies to partner with and ultimately transform our most struggling districts.
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October 5, 2011
I fully recognize that many states and districts have implemented pieces of interventions and supports and have developed some pockets of excellence. But that is just not good enough and does not rise to the challenge we face as a nation nor does it fully grasp the opportunity, the waivers present, to build capacity at the state and district level. We have a choice we can keep getting stuck on issues of capacity, principally personnel, resources, and flexibility, or we can focus and align efforts for the betterment of all students whether they attend a Priority School, Reward School, or a school in the vast middle.
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