Board previews intensive‑assistance redesign for deficient schools; staff to refine proposal with accreditation committee

Board members heard a detailed proposal from an accreditation‑task force and Office of Public Instruction staff outlining an "intensive assistance" process for schools at risk of losing accreditation.

The proposal centers on four phases: a preparatory consensus workshop with local boards and tribal consultation; a deep system analysis (diagnosing root causes beyond typical needs assessments); an innovation planning phase in which schools develop redesign plans that may request variances; and implementation with progress monitoring and a clearly defined exit and sustainability phase. The task force recommended OPI coordinate a support network, leverage third‑party facilitators and the regional comprehensive center for intensive services, and set a maximum of three years for the assistance period before a board decision on accreditation status.

Staff emphasized the importance of local ownership, tribal consultation where appropriate, and building capacity so that changes persist beyond the assistance period. Board members praised the emphasis on deep analysis and asked staff to address resource questions, leadership turnover, and how local school boards would be engaged in the process. The board referred the draft to the accreditation committee for additional review and requested a polished proposal and timeline for the March meeting so the process could be ready should any school meet the entrance criteria in May.

No formal action to adopt a statewide process was taken at this meeting; the board asked for a refined document from the accreditation committee and OPI ahead of a possible March vote.