If, after two years of undergoing school improvement, implementing a school improvement plan, and receiving extensive technical assistance, a school still does not make AYP, the SEA and LEA must identify it for corrective action. Identifying a school for corrective action signals the LEA's intention to take greater control of the school's management and to have a more direct hand in its decision-making. This identification signifies that the application of traditional school improvement methods and strategies has been unsuccessful and that more radical action is needed to improve learning conditions for all students. Taking corrective action is designed to increase substantially the likelihood that all students enrolled in the school will meet or exceed the State's proficient levels of achievement.

F. CORRECTIVE ACTION PROCESS

F-1. What is corrective action?

Corrective action is a significant intervention in a school that is designed to remedy the school's persistent inability to make adequate progress toward all students becoming proficient in reading and mathematics. (See also F-5.)

F-2. What causes a school to be identified for corrective action?

If a school that receives Title I, Part A funds does not achieve its annual progress targets for four years, the LEA must identify the school for corrective action.

For example, if a school does not make AYP by the end of the 2002-03 and the 2003-04 school years, the LEA must identify it for school improvement, to begin with the 2004-05 school year. At the end of that school year, if the school does not make adequate progress, it must be identified for a second year of school improvement, to be implemented during the 2005-06 school year. If by the end of the 2005-06 year the school still does not meet its annual target, the LEA must identify that school for corrective action, to be implemented during the 2006-07 school year.

F-3. What notification requirements apply when a school is identified for corrective action?

If a school is identified for corrective action, the LEA must promptly notify the parents of each child enrolled in the school. The notification must explain -

• What the identification means, and how academic achievement levels at this school compare to those at other schools in the LEA and in the SEA.
• Why the school was identified and how they as parents can become involved in addressing the academic issues that led to the identification.
• The parents' option to transfer their child to another school in the LEA that has not been identified for improvement. The LEA must provide parents with information that helps them make an informed decision about whether or not to exercise this option. At a minimum, the LEA must tell parents about the academic achievement level of students at the school or schools to which their child may transfer, but the LEA may choose to include additional information as well. (See also B-6.)
• How parents of eligible children can obtain supplemental educational services for their child. This notice must include information about the availability of providers and brief descriptions of their services, qualifications, and effectiveness. (See also E-4.)

F-4. What are the responsibilities of the LEA when the SEA and LEA identify a school for corrective action?

If an SEA and LEA identify a school for corrective action, the LEA must -

• Continue to ensure that all students have the option to transfer;
• Continue to ensure that supplemental educational services are available to eligible students in the school; and
• Continue to provide or provide for technical assistance to the school.

In addition, the LEA must take at least one of the following corrective actions:

• Institute a new curriculum grounded in scientifically based research and provide appropriate professional development to support its implementation;
• Extend the length of the school year or school day;
• Replace the school staff who are deemed relevant to the school not making adequate progress;
• Significantly decrease management authority at the school;
• Restructure the internal organization of the school; or
• Appoint one or more outside experts to advise the school (1) how to revise and strengthen the improvement plan it created while in school improvement status; and (2) how to address the specific issues underlying the school's continued inability to make AYP. §1116(b)(7)(C); §200.42

F-5. What technical assistance is available to a school in corrective action?

The LEA must continue to provide technical assistance to a school in corrective action, either directly, through the statewide system of support, or through the use of other entities such as institutions of higher education, educational service agencies, or private organizations. Because being in corrective action is a sign of serious problems with the instructional program of a school, providing technical assistance for a school in corrective action demands a high degree of skill and expertise. The providers of technical assistance should have experience in complex problem analysis; effective, scientifically based curriculum and instruction; and working with teachers to create positive change. (See also D-1.)

F-6. How does a school exit from corrective action status?

An LEA may remove a school from corrective action if the school makes AYP, as defined by the State accountability system, for two consecutive years after it is identified."