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Board approves three‑year intensive‑assistance process to support schools identified as deficient
Summary
The Board approved a new intensive‑assistance accreditation process: a three‑year, phased program that embeds a support network, hires implementation coaches to be on‑site twice weekly, and requires a system analysis, redesign planning, progress monitoring and sustainability phases for schools placed in intensive assistance.
The Board of Public Education approved, on March 19, a superintendent‑recommended intensive‑assistance process intended to support school districts and individual schools that show consecutive accreditation deficiencies or that fail to implement corrective plans.
OPI presenters Julie Murgel and Christy Monstutz described a five‑phase model centered on a state‑coordinated support network and an OPI‑hired implementation coach who would be on site at least twice each week. Monstutz said the model emphasizes community engagement and "circles of agreement," a comprehensive system analysis, school redesign planning, implementation with progress monitoring and an exit/sustainability year. The timeline envisions identification in May 2026, a summer launch and an extended sequence of analysis, planning and multi‑year implementation running through 2028–29.
Monstutz said the OPI intends to hire coaches with leadership experience — possibly retired administrators — and to allow for some flexibility in qualifications while prioritizing proximity so coaches can visit twice weekly. Board questions focused on district scenarios with multiple schools in the process, tribal‑community engagement and the scope of district‑level versus school‑level analysis. Monstutz and staff said the process is designed to accommodate district‑level system analysis where appropriate while centering school‑level implementation teams.
The superintendent recommended approval so the process could launch promptly if needed in May 2026. The board approved the recommendation by voice vote.
What happens next: OPI will finalize hiring and contracting for implementation coaches, issue an RFI for third‑party providers, and prepare community‑engagement materials; any school formally placed in intensive assistance will present system‑analysis findings and redesign plans to the board during the multiyear process.
