Safeguards exist, but they are fragmented
RAG-F002
Chapter 4 Finding
The system has many protective pieces, including action plans, coaching, walkthroughs, schedule review, professional learning, and communication routines. The problem is that these pieces do not yet operate as one coherent and durable safeguard system.
Program safeguards operated through school-based leadership routines, central-office guidance, network support, professional learning, and relationship-based problem solving, but participants described these safeguards as uneven rather than fully systematized.
Monitoring must connect evidence to improvement
RAG-F003
Chapter 4 Finding
Participants described monitoring as necessary, but they also emphasized that monitoring should support learning, reflection, coaching, and problem solving rather than compliance alone.
Monitoring integrity requires observable indicators such as schedules, language allocation, lesson plans, classroom language use, student discourse, Caminata or Rigor Walk evidence, assessment data, materials, and student work.
Implementation drift is produced by conditions, not just commitment
RAG-F004
Chapter 4 Finding
Implementation drift should not be explained only as a lack of will. Drift can emerge when core program demands collide with staffing, time, tools, accountability, budgets, and authority constraints.
Common threats to implementation included bilingual staffing shortages, certification requirements, scheduling constraints, curriculum and materials misalignment, budget limitations, accountability systems, governance conflict, and middle-school departmentalization.