1. Before August 30, 2020, the department shall identify two or more approved independent school turnaround experts, through a request for proposals process, that a school in need of intervention may select from to partner with, to:

(1) Collect and analyze data on the school’s student achievement, personnel, culture, curriculum, assessments, instructional practices, digital tools and other methods for teaching and learning, governance, leadership, finances, and policies;

(2) Recommend changes to the school’s culture, curriculum, assessments, instructional practices, governance, finances, policies, or other areas based on data collected under subdivision (1) of this subsection;

(3) Develop and implement, in partnership with the school turnaround committee, a school turnaround plan that meets the criteria described in section 161.1095;

(4) Monitor the effectiveness of a school turnaround plan through reliable means of evaluation including, but not limited to, onsite visits, observations, surveys, analysis of student achievement data, and interviews;

(5) Provide ongoing implementation support and project management for a school turnaround plan;

(6) Provide high-quality professional development and coaching personalized for school staff that is designed to build:

(a) The leadership capacity of the school principal;

(b) The instructional capacity of school staff; and

(c) The collaborative practices of teacher and leadership teams;

(7) Provide job-embedded professional learning and coaching for all instructional staff on a weekly basis, at a minimum;

(8) Provide job-embedded professional learning and coaching for the school principal at least twice monthly, focused on proven strategies to turn around schools in need of intervention that are aligned with administrator standards developed under section 168.410; and

(9) Leverage support from community partners to coordinate an efficient delivery of supports to students both inside and outside the classroom.

2. In identifying independent school turnaround experts under subsection 1 of this section, the department shall identify experts who:

(1) Have a credible track record of improving student academic achievement in public schools with various demographic characteristics, as measured by statewide assessments;

(2) Have experience designing, implementing, and evaluating data-driven instructional systems in public schools;

(3) Have experience coaching public school administrators and teachers on designing and implementing data-driven school improvement plans;

(4) Have experience collaborating with the various education entities that govern public schools;

(5) Have experience delivering high-quality professional development and coaching in instructional effectiveness to public school administrators and teachers;

(6) Are willing to be compensated for professional services based on performance as described in section 161.1105; and

(7) Are willing to partner with any school in need of intervention in the state, regardless of location.