A few locals, such as those in Boston and Toledo, have developed contracts that specify the procedures by which school audits are conducted to identify each site's most pressing needs. Intervention teams, whose members are appointed by the teachers' union, the principals' union, and the superintendent, are charged with making site visits and offering recommendations on personnel and program changes. The process has worked fairly well in Toledo, with the superintendent accepting and acting on the recommendations of every intervention team. Several districts have also negotiated language establishing procedures for reform at the school level. These ILTs will oversee each school's instructional program, policies, and procedures.
Every school is required to conduct a self-audit and adopt a new improvement plan annually.
This team is charged with overseeing all school operations, including the development and implementation of the school's improvement plan. At least theoretically, all district level activity is overseen by a joint labor-management committee. The district is also required to provide the necessary technical assistance to allow the committee to develop a plan for working with and obtaining support from the relevant state agencies and community-based health and social safety organizations. In addition to negotiating extra resources for implementing improvement plans, unions may also want to consider whether the contract should provide incentives that reward schools after they have improved. Under the district's continuous improvement plan, schools may qualify for grants quarterly.