The mission of the School Improvement Assistance (SIA) program is to help build capacity for schools and districts to improve student achievement through the use of the continuous school improvement model. This comprehensive model of support is unique in the United States. While many states have accountability systems that focus on rewards, punishments and takeovers, the SIA program provides comprehensive support for schools. In a recent independent study of the program, it was noted that SIA Cohort I schools that had received assistance for three years showed greater achievement gains than their respective comparison groups and than the state.*

Program components include:

• A School Improvement Facilitator: The facilitator will work with OSPI, the school district, school, and a School Improvement Leadership Team to develop a plan to address identified needs and to prepare and implement a jointly developed Performance Agreement between the school, school district and OSPI. The School Improvement Facilitators are experienced educators who have been successful in improving student performance and will work approximately 1.5 days a week with each school for the three years of school improvement plan development and implementation. The School Improvement Leadership Team will include representatives from the school and district staff, parents, and community members. Additional members may include Educational Service District (ESD) staff, OSPI staff, and students as appropriate.
• A Comprehensive Needs Assessment/Educational Audit: The needs assessment /educational audit will be completed jointly by the School Improvement Leadership Team, school district, OSPI, and a team of peer educators and experts. The school’s strengths and challenges will be identified and recommendations for improvement will be developed. The school’s curriculum, leadership, instructional practices and resources, assessment results, allocation of resources, parental involvement, support from the central office, and staff, parent, and student perceptions will be examined. Student performance data, indicators from the “Nine Characteristics of High Performing Schools” and the results of a review of the school’s reading and math instructional practices and program will be utilized to identify areas to consider for improvement. The assessment/audit will include the administration of survey instruments and an on-site visit.
• A School Improvement Process, Tools, and Support: Schools will be given the necessary processes, tools and expertise for the School Improvement Leadership Team to develop a comprehensive School Improvement Plan. Funds will be provided to contract with individuals to assist with components of the plan and the School Improvement Facilitator will be responsible for organizing and facilitating meetings in coordination with school and district staff.
• Funds for Staff Planning and Collaboration: Funds for planning time related to the development of the school improvement plan will be provided. These funds may be used to provide stipends for School Improvement Leadership Team members. A minimum of three days must be devoted to planning time for all staff during the development of the school improvement plan. These funds can be used to pay staff stipends or to pay substitute teachers.
• Performance Agreement: Once the School Improvement Plan is completed, a two-year Performance Agreement will be jointly developed by the school, school district and OSPI. The agreement will identify specific actions and resources the school district, the school, and the OSPI will commit to implement the School Improvement Plan. The agreement will also include a timeline for meeting implementation benchmarks and student improvement goals.
• Implementation: Tools and resources for the implementation of the Performance Agreement will be provided during year two and year three. The resources and expertise will be determined on a case-by-case basis for each school, but could include such support as the provision of expertise in working with diverse student populations (e.g., special education, English language learners), funding and expertise to implement research-based practices and programs, and funding for time for staff collaboration. Schools and school districts will be expected to ensure that existing funds are used effectively and to dedicate school district resources as identified in the jointly developed Performance Agreement.
• Training Workshops: Funds will be provided to send a team of representatives to workshops during the school year to effectively plan for school improvement.
• Professional Development: Professional development opportunities for the school’s principal and other school instructional leaders will be provided in partnership with OSPI and the Association Washington School Principals. Workshops will be available during the school year.