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Under ESSA, some high-need schools miss or struggle with improvement initiatives because readiness is treated as a school-level attribute. The paper introduces the READI lens, redefining readiness as a program and system responsibility: improvement efforts must accommodate the highest-need settings through targeted design, support, and resources.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-readi-framework-closing-gaps-by-addressing-the-needs-of-low-performing-schools-working-paper-april-2020/583089/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-readi-framework-closing-gaps-by-addressing-the-needs-of-low-performing-schools-working-paper-april-2020/583089.png","ImageObject",300,407,{"name":92,"@type":93},"\tJames","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What challenges do high-need schools face that affect improvement efforts?","Question",{"text":112,"@type":113},"They often experience leadership support shortages, broken district policies, high leadership turnover, weaker infrastructure, teacher turnover, inadequate teacher preparation, and strong accountability pressures that contribute to attrition.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why can treating readiness as a school-level issue widen achievement gaps?",{"text":117,"@type":113},"If only schools already “ready” can access innovative programs, systems may invest more in more affluent schools, while the highest-need schools fail to implement initiatives rigorously or at all.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the READI framework redefine readiness?",{"text":121,"@type":113},"READI defines readiness as the extent to which programs accommodate the highest-need settings, making readiness the responsibility of states, districts, and the program design rather than students, teachers, or schools.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583089,1792190513,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466412,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The READI Framework: Closing Gaps by Addressing the Needs of Low-Performing Schools  \nGTL Center Working Paper  \nApril 2020  \nBy Etai Mizrav, MA, and Lisa Lachlan, EdD  \nAcross the country, states and districts are focused on educational equity. Education leaders are now, more than ever, laser-focused on closing achievement gaps among students and improving the lowest performing schools. Leaders are especially focused on high-need schools (i.e., low-performing schools, and schools with disproportionately high rates of minority and low-income students and English learners), which struggle to function in a faulty system because of a lack of leadership support, broken district policies, high leadership turnover, and poorer infrastructure. High-need schools face teacher turnover challenges, struggle withinadequate preparation of their teachers, experience the pressures of accountability that contribute to teacher attrition, and confront many other challenges with policy and politics (Darling-Hammond, 2010; Goldhaber, Lavery, & Theobald, 2015; Goldhaber, Quince, & Theobald, 2016; Isenberg et al., 2016; Sass, Hannaway, Xu, Figlio, & Feng, 2012) . Under the Every Student Succeeds Act (ESSA), these schools are designated for comprehensive school improvement (CSI) or targeted school improvement (TSI) . In many state and district programs, these schools are often looked at as lacking readiness for state-or districtwide initiatives and therefore do not participate and benefit from them. For example, when choosing to launch anew initiative like a grow-your-own program, a state might seek eager participants to join the pilot program, all of which are high-performing schools, noting that the other schools lack readiness for the program at this time.  \nIf we as educational leaders truly want to focus on equity, we must recognize that this perspective may result in widening gaps if schools only at the top of the pack adopt these programs. If we offer programs like new, innovative curriculum, teacher leadership opportunities, digital learning platforms, and others to all, but only the top performers join, we may be exacerbating the achievement gap rather than closing it. This lack of foresight can lead to investing more and more resources into affluent schools that are “ready” for programs instead of in the schools where the programs are needed the most. In this paper, we offer an  \nalternative definition for readiness—one that puts the onus of readiness on states and districts, not on schools, teachers, and students.  \nSchool systems can face multiple challenges, but two predominate: the ability to implement improvement programs related to (a) student achievement or (b) teacher quality. Initiatives such as innovative professional development programs that address teacher shortages, such as teaching conditions surveys or mentoring and induction programs, are often used by schools that are already doing well, not by the highest need schools that lack the resources and support they need to even consider them. School improvement grants may not receive applications from the schools that need these programs the most because schools (a) lack the capacity to write applications and (b) receive insufficient technical assistance to support the application and implementation process. This situation creates a “needs paradox”: The schools where improvement programs are needed most are least likely to implement these programs rigorously, if at all.  \nWe offer a new perspective and ask education practitioners to reconsider our “readiness paradigm” with a lens toward equity—we call this lens READI.  \nInstead of considering readiness as a mechanism to sort out districts or schools from programs and initiatives they could benefit from, we define readiness by the extent to which the program accommodates the highest need setting. In this scenario, readiness becomes the responsibility of the program, not the students, teachers, and schools. When state and district","cbCairsHHjvuELSS","https://ap.wps.com/l/cbCairsHHjvuELSS","pdf",332512,13,"English","# The READI Framework\n## The problem: readiness as a school-level filter\n## A needs paradox in high-need settings\n## Creating READI: shifting responsibility to programs\n## Addressing resource deficiencies","[{\"question\":\"What challenges do high-need schools face that affect improvement efforts?\",\"answer\":\"They often experience leadership support shortages, broken district policies, high leadership turnover, weaker infrastructure, teacher turnover, inadequate teacher preparation, and strong accountability pressures that contribute to attrition.\"},{\"question\":\"Why can treating readiness as a school-level issue widen achievement gaps?\",\"answer\":\"If only schools already “ready” can access innovative programs, systems may invest more in more affluent schools, while the highest-need schools fail to implement initiatives rigorously or at all.\"},{\"question\":\"How does the READI framework redefine readiness?\",\"answer\":\"READI defines readiness as the extent to which programs accommodate the highest-need settings, making readiness the responsibility of states, districts, and the program design rather than students, teachers, or schools.\"}]","The READI Framework - Closing Gaps by Addressing the Needs of Low-Performing Schools - Working Paper - April 2020 | PDF",1792045706,33]