1. Navigating the School Improvement Grants Joseph Shannon, Deputy Chief Academic Officer International Center for Leadership in Education
Joseph Shannon, Deputy Chief Academic Officer International Center for Leadership in Education

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Navigating the School Improvement Grants Joseph Shannon, Deputy Chief Academic Officer International Center for Leadership in Education
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5. Agenda School Improvement Grants and ARRA
Which schools are eligible to receive funding
Requirements of the four federal models of school reform - Restart, Closure, Transformation, and Turnaround
Data and information required in district applications for the SIG
Grant-writing tips and recommendations
Move through quickly

6. NCLB Accountability Schools Eligible for SIG
13,457 Schools = in some form of improvement status under NCLB
4,941 Schools = in some form of restructuring status (planning + implementation)
3,200 Schools = Restructuring Implementation
According to USDOE

7. NCLB Definition of Struggling Schools
Title I schools that fail to make AYP for:
2+ consecutive years are “in improvement”
after 4 years are in “corrective action”
after 5 years are in “restructuring”
(year 5 = planning year; year 6 = implementation)

8. Current NCLB Definition of Struggling Schools
and must do one of the following:
Close and reopen as charter
Contract with private management company
Replace all or most staff
State management, or
Other major governance restructuring that makes fundamental reforms
[most common option taken]
Options similar to the 4 federal reform models

9. States traditionally select the least rigorous (if any) intervention option for struggling schools
Of the 45 states with schools in restructuring in SY , 29 selected “other” as their restructuring strategy
Very few schools reported any of the named NCLB interventions, including:
Replacing all or most of the school staff (17%)
State takeover of the school (3%)
Reopening the school as a public charter school (1%) or
Contracting with a private entity to manage the school (1%)
More schools are entering restructuring than leaving
Using SIG funding to select other as restructuring strategy
From ED, State and Local Implementation of the No Child Left Behind Act, Volume IX— Accountability Under NCLB: Final Report, 2009 (forthcoming)

10. Unprecedented Funding
School Improvement Grants (SIGs) and the 2009 American Reinvestment and Recovery Act (ARRA)
FY2009 :
$546 Million from Title I
$3 billion for School Improvement Grants from ARRA
$3.546 Billion total
Unprecedented Funding
O’Bama administration’s aggressive attempt to fund necessary reform models

11. Goal for FY09 and ARRA School Improvement Funds
Target each state’s:
Chronically low-performing schools
Dramatically transform school culture and increase student achievement.
Sense of urgency
Transformation needs to happen immediately

12. States Eligible to Date for SIG
26 states and the District of Columbia have been awarded SIG funds
Distributed to states by formula
Distributed to districts based on competitive application
School district must have a state-identified "persistently lowest achieving" or a Tier III school

13. State SIG Awards State Award Alabama 58M Colorado 40M Kentucky 56M
Missouri
54M
Oklahoma
39M
Alaska
10.7M
Virginia
58.8M
Arizona
70M
Nevada
23.4M
N. Mexico
28M
Utah
17.4M
N. Carolina
91M
South Dakota
11.3M
Iowa
18M
Connecticut
25.7M
Georgia
122M
Texas
338M
Indiana
61M
Ohio
132M
Maryland
47M
S. Carolina
50.8M DC
12M
Sample of state awards to date
Alaska to Texas
Based on Title I schools in state and number of students being served

14. Agenda School Improvement Grants and ARRA
Which schools are eligible to receive funding
Requirements of the four federal models of school reform - Restart, Closure, Transformation, and Turnaround
Data and information required in district applications for the SIG
Grant-writing tips and recommendations

15. Which schools will receive SIG funds
Which schools will receive SIG funds? There are three tiers of schools that are eligible for SIG funds

16. Tier I Schools
The state’s bottom 5% of Title I schools in improvement, corrective action, or restructuring (or the state’s bottom 5 lowest-achieving Title I schools, whichever is greater).
LEAs must prioritize their Tier I schools (i.e., LEAs cannot apply for SIG funds solely for Tiers II or III)

17. Tier II Schools
The state’s Title I eligible (but not necessarily participating) secondary schools with equivalently poor performance as Tier I schools

18. Tier III Schools
Tier III: (only for SEAs that have sufficient funding for all Tier I and II schools and still have a surplus of SIG funds) Any state Title I school in improvement, corrective action, or restructuring

19. Tier Schools by State State Tier I Tier II Tier III Arizona 25 6 275
Indiana 37 27
225
Louisiana 10 5
314
Mississippi 91
125

20. Agenda School Improvement Grants and ARRA
Which schools are eligible to receive funding
Requirements of the four federal models of school reform - Restart, Closure, Transformation, and Turnaround
Data and information required in district applications for the SIG
Grant-writing tips and recommendations

21. Schools applying for SIG funds can select between four models
Turnaround Model
Restart Model
School Closure Model
Transformational Model

22. Turnaround Model Replace principal and at least 50% of the staff
Adopt new governance, and implement a new or revised instructional program
Incorporate interventions that take into account the recruitment, placement and development of staff to ensure they meet student needs
Schedules that increase time for both students and staff
Appropriate social-emotional and community-oriented services/supports.

23. Restart Model
Close the school and restart it under the management of a charter school operator, a charter management organization (CMO), or an educational management organization (EMO)
A restart school must admit, within the grades it serves, any former student who wishes to attend

24. Closure Model
Closing the school and enrolling the students who attended the school in other, higher-performing schools in the LEA
The International Center does not support this option

25. Transformation Model
Replace the principal who led the school prior to the transformation model
Identify and reward school leaders, teachers, and other staff who improve student achievement outcomes
Develop teacher and leader effectiveness
Provide high quality job-embedded professional development to staff
Develop a comprehensive instructional programs using student achievement data:
Extend learning time and create community-oriented schools
Provide operating flexibility and intensive support
In our experience, the most popular model
Justify selection by providing student growth measures in math and ELA

26. Mandated Strategies Developing teacher and school leader effectiveness
Comprehensive instructional reform strategies
Extending learning time and creating community-oriented schools
Ensuring sufficient operating flexibility

27. Developing teacher and leader effectiveness
Operating, flexibility, and sustainable support
Comprehensive Instructional Reform Strategy
Extending learning time and creating community-oriented schools

28. Developing teacher and leader effectiveness

29. Teacher and Leader Effectiveness
Effective teacher evaluation system based on student performance
Action plan to recruit, train, and retain quality teachers
Community Resource Team
Extended school day
Flexible school conditions
Marching orders of the principal and school leadership team

30. Developing teacher and leader effectiveness
Comprehensive Instructional Reform Strategy

31. Instructional Reform Strategies
Teacher Evaluation System (TES) based on Student Performance
Use of SAS EVAAS to examine linkage between teacher and student performance
Formative and summative assessments in core academic areas
Observation of teacher performance
Professional development for teachers based on TES
Career pathways for teachers/staff
EVAAS – reliable models, accounts for most measurement errors and bias
Scholastic Reading and math inventories
Targeted PD

32. Instructional Reform Strategies
Effective Teaching
Teacher observation using the Collaborative Instructional Review Process
Accountability Measures
Job-Embedded Coaching
Professional Dialogue/Communities
Targeted Professional Development

33. Instructional Reform Strategies
Programs/Interventions
Implement specific inclusion and co-teaching strategies to improve performance of SWD
Small Learning Communities
Expand the End-of-Course and benchmark assessments
Implement, monitor, and adjust student interventions (RTI)
Increase opportunities for students to take college credit bearing courses

34. Developing teacher and leader effectiveness
Comprehensive Instructional Reform Strategy
Extending learning time and creating community-oriented schools

35. Extended Learning Time
Provide more time for students to learn core academic content by expanding the school day, the school week, or the school year
Provide more time for teachers to collaborate
Provide more time or opportunities for enrichment activities for students
Core academic areas – Especially math and ELA

36. Community-Oriented Schools
Develop parent/community partnerships to support Transformational Interventions
Increase parent and community participation in school-wide decision and events
Increase parent and community awareness of the impact of poverty on student achievement
Provide parents and community members with strategies to reverse the impact of poverty on student achievement
Leverage business and community partnerships
Recruit, train, and retain a community task force
Clearly defined roles and responsibilities
Educate the community on the transformation strategies and ill effects of poverty

37. Developing teacher and leader effectiveness
Operating, flexibility, and sustainable support
Comprehensive Instructional Reform Strategy
Extending learning time and creating community-oriented schools

38. Operating Flexibility
Adopt board policy to provide school leaders with sufficient operating flexibility (including in staffing, calendars/time, and budgeting) to implement fully a comprehensive approach to substantially improve student achievement outcomes
Alignment of district and school administration with collective bargaining units
Unwavering commitment to Transformation

39. Developing teacher and leader effectiveness
Operating, flexibility, and sustainable support
Comprehensive Instructional Reform Strategy
Extending learning time and creating community-oriented schools

40. Agenda School Improvement Grants and ARRA
Which schools are eligible to receive funding
Requirements of the four federal models of school reform - Restart, Closure, Transformation, and Turnaround
Data and information required in district applications for the SIG
Grant-writing tips and recommendations

41. State Applications Competitive Application Process Scored by Rubric
Points awarded for bold, innovative strategies
Implementation plan between now and 2013
Accountability targets
Budget B

42. State Applications http://www2.ed.gov/programs/sif/summary/index.html

43. Data and Information Needed to Complete Application for Turnaround and Transformation Model
Approved Needs Assessment
Annual Goals for Student Achievement (3 years)
Intervention Plan if Targets are not met
Justification for chosen model
Process for selecting and evaluating external providers

44. Data and Information Needed to Complete Application for Turnaround and Transformation Model
Required Activities – The LEA Must:
Implement the four mandated strategies
Description between now and June 30, 2010
Description between July 1, 2010-June 20,2013
Implementation Schedule

46. Data and Information Needed to Complete Application for Turnaround and Transformation Model
Permissible Activities
Supportive strategies
Description between now and June 30, 2010
Description between July 1, 2010-June 20,2013
Implementation Schedule

47. Accountability Leading Indicators: Number of minutes in a school year
Participation rate on state assessments by subgroup
Dropout rates
Student attendance rates
Number and percentage of students completing advanced coursework

48. Accountability Leading Indicators: Discipline incidents Truancy
Distribution of teachers by performance levels on teacher evaluation system
Teacher attendance

49. Agenda School Improvement Grants and ARRA
Which schools are eligible to receive funding
Requirements of the four federal models of school reform - Restart, Closure, Transformation, and Turnaround
Data and information required in district applications for the SIG
Grant-writing tips and recommendations

50. SIG Funding
Mass Insight’s publication The Turnaround Challenge presents one estimate of the per-school cost of a turnaround effort based on likely expenditures for extending learning time, employing additional staff, professional development and performance bonuses to staff, engaging outside partners, and overseeing the effort at the district level
Education think-tank supported by Bill & Melinda Gates
Published The Turnaround Challenges
Reform models and strategies are an outgrowth of report

51. Funding Levels Student Enrollment Closure Transformation Turnaround/
Restart
1-199
$100K-150K
$325K-375K
$375K-425K
$125K-175K
$350K-400K
$400K-450K
$150K-200K
$425K-475K
600+
$175K-225K
$450K-500K

52. Planning and Preparing
Starting now, work with LEAs, unions, and other stakeholders to:
Identify Tier I and Tier II schools so that LEAs can plan effectively
Review and eliminate policies and practices that are barriers to reform
Diagnose causes of failure and appropriate interventions for lowest performing schools
Develop or refine process to recruit, screen and select necessary outside partners and providers

53. Planning and Preparing
Starting now, work with LEAs, unions, and other stakeholders to:
Fairly and rigorously evaluate teachers and leaders in lowest performing schools
Recruit and train turnaround and transformation principals, school leaders and teachers
Begin outreach to parents, students and community stakeholders
Allocate existing funds such as 1003(a) and Title I A to support planning efforts

54. Questions

55. Year 1 Project Overview

56. Phase 1 Assessing School Conditions
Needs Assessment
Three-day visit to each school based on comprehensive school profile and data analysis
Administration of Leadership Assessment to school-based leadership team
School profile report including a list of top priorities and specific recommendations.
Completion of the Components of School Excellence and Learning Criteria rubrics
Submission of final Needs Assessment Report

57. Phase 2 School Improvement Planning
Review needs assessment findings
Building ownership for school priority goals
Individualized Action Plan (IAP) based on the needs assessment. The action plan includes:
Prioritized goals
Strategic actions
Accountability Measures
Professional development needs
Challenges and obstacles
Timeline, roles and responsibilities

58. Phase 3 Implementation and Capacity Building
Principal and Leadership Teams implementation of transformational interventions:
Make difficult decisions regarding people, time, money, and programs
Assist in recruitment, training, and retention of quality teachers
implementation of a teacher evaluation and reward system based on student performance

59. Phase 3 Implementation and Capacity Building
4. Extend learning time
5. Develop parent/community partnerships to support Transformational Interventions
6. Leverage business and community partnerships

60. Phase 3 Implementation and Capacity Building
Improve Teacher Effectiveness:
Develop content expertise
Individualize teaching based on student data
Develop teacher and leader effectiveness based on the Rigor/Relevance Framework
Implement the Collaborative Instructional Review process

61. Phase 3 Implementation and Capacity Building
Integration of literacy strategies into each grade level and content areas
Improve student engagement
Develop shared responsibility for student achievement
Implement effective use of common planning time

62. Unique Benefits of ICLE
Dr. Bill Daggett - consultation, communication, large-group facilitation
19 years experience with high quality contract management and quality assurance
Proven ability to successfully implement large scale initiatives (e.g. Philadelphia)
Resources to build system-wide capacity
Alignment to four assurances (ESEA/IDEA/Perkins and FL RTTF)
Team of national consultants
Expertise in job-embedded instructional leadership coaching
Experience in leadership-and professional development-conference management
Expertise facilitating teacher networking, train-the-trainer processes and mentor coaching, benchmarking, process validation

63. For more information www.LeaderEd.com
Q & A with Joe
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