Presentation on theme: "School Improvement Grants March, 2010. Overview American Recovery and Reinvestment Act Goals and purpose of SIG grants Definition of “persistently lowest-"— Presentation transcript:
Overview American Recovery and Reinvestment Act Goals and purpose of SIG grants Definition of “persistently lowest- achieving” schools Priorities for funding Four school intervention models FAQs LEA Application
American Recovery and Reinvestment Act INTEGRATION OF FOUR REFORM PRIORITIES American Recovery and Reinvestment Act INTEGRATION OF FOUR REFORM PRIORITIES DATA SYSTEMS STRUGGLING SCHOOLS EFFECTIVETEACHERS AND LEADERS EFFECTIVETEACHERS STANDARDS & ASSESSMENTS 3
State Fiscal Stabilization Fund Backfill State budget losses Race to the Top Services to LEAs School Improvement Grant Funds to LEAs “Persistently lowest-achieving schools”
SIG Goals and Purpose Students who attend a State’s “persistently lowest-achieving” schools deserve better options and can’t afford to wait Need to build capacity and support at all levels Not a one year activity Focus on quality, not quantity
Identifying “Persistently Lowest-Achieving Schools” Two groups of schools: Tier I: Title I schools in improvement, corrective action, or restructuring Tier II: Secondary schools that are eligible for, but do not receive, Title I, Part A funds.
SEA Requirements May not exclude categories of schools in identifying the “persistently lowest-achieving” – Alternative schools – Charter schools – Schools with special designations (i.e., Special Education, Ungraded)
Definition of “Persistently lowest-achieving” Schools were selected for Tier I and Tier II based on: 1.Proficiency Bottom 5% (or 5 schools) based on proficiency reading and math combined; and Lack of progress over 3 years. 2. High school graduation rate below 60% over 3 years
SEA Flexibility “ Newly eligible” schools – Tier III includes Title I eligible, served or not served, in the bottom 20% of all schools in the state based on proficiency
Tier ITitle I schools in improvement, corrective action, or restructuring; “persistently lowest-achieving” 8 schools Tier IISecondary schools Title I eligible, but not served; “persistently lowest-achieving” 33 schools Tier IIITitle I schools in improvement, corrective action or restructuring not in Tier I 513 schools Tier III “newly eligible” Title I eligible, served or not served, bottom 20% of all schools in the state based on proficiency 216 schools (not in Tier I, II, or III)
Priorities for Funding Priority I: LEAs committing to serve Tier I and Tier II schools Priority II: LEAs committing to serve Tier I schools Priority III: LEAs committing to serve Tier II schools.
Proposed Timeline Submit Letter of IntentMarch 30, 2010 Submit Tier I and II Applications April 30, 2010 Approve Tier I and II Applications May 15, 2010 If sufficient funds remain to approve additional LEA applications: Submit Tier III Applications June 15, 2010 Funds AvailableJuly 1, 2010
Priorities and Funding Within Tier III First - Title I eligible non-secondary schools that are in the bottom 20% of all schools in the State based on proficiency rates Second - Title I eligible secondary schools that are in the bottom 20% of all schools in the State based on proficiency rates Third - Title I schools in Restructuring Fourth - Title I schools in Corrective Action Fifth - Title I schools in School Improvement
Funding LEAs may request from $50,000 to $2,000,000 per school per year Funds are renewable for up to 3 years Funds available through September 30, 2013.
Four Intervention Models TurnaroundRestart Transformation Closure Tier I Tier II
Turnaround Replace the principal Screen staff and rehire no more than 50 percent Implement strategies to recruit and retain staff Provide ongoing job-embedded professional development Adopt a new governance structure Implement a vertically-aligned instructional program Promote continuous use of data (including formative, interim, and summative) Provide increased learning time Provide appropriate community services and supports
Restart Convert the school Close the school and reopen under a charter management organization (CMO) or an education management organization (EMO) Enroll any former student who wishes to attend the school
Closure Close the school Enroll the students in other higher achieving schools in the LEA
Transformation Replace the principal Use rigorous, transparent, equitable evaluation systems for teachers and the principal Identify and reward school leaders and remove teachers determined to be ineffective after ample opportunity for improvement is provided Provide ongoing job-embedded professional development Implement strategies to recruit and retain staff
Which LEAs are eligible to apply for SIG funds? An LEA is eligible to apply for SIG funds if it: Receives Title I, Part A funds; and Has one or more schools that are eligible to receive SIG funds as identified by the SEA.
Must an LEA serve all of its identified Tier I and Tier II schools in order to receive priority for funding? No. The LEA should commit to serving those Tier I and Tier II schools that it has the capacity to fully support under the rigorous intervention models. One of the guiding principals of SIG is to provide quality, not quantity.
Final Requirements, Section II(7) An LEA in which one or more Tier I schools are located and that does not apply to serve at least one of these schools may not apply for a grant to serve only Tier III schools.
SIG Guidance, January 20, 2010 H-7. An LEA might demonstrate that it lacks sufficient capacity to serve one or more of its Tier I schools by documenting efforts such as its unsuccessful attempt to recruit a sufficient number of new principals to implement the turnaround or transformation model; the unavailability of CMOs or EMOs willing to restart schools in the LEA; or its intent to serve Tier II schools instead of all its Tier I schools.
Can a Title I participating school “start over” in the school improvement timeline? For Title I participating schools that implement a turnaround or restart model, the schools will “start over” in the school improvement timeline. For example, if a Tier I school that is currently in Corrective Action implements a turnaround or restart model, the school will no longer be identified as a Title I school in any level of school improvement sanctions.
If a Tier II school receives SIG funds, does the school become a Title I school? No. The school is not subject to the requirements under Title I, Part A. The school is only subject to the requirements of the School Improvement Grant final rules.
Under SIG, what does “increased learning time” mean? Increase the total number of school hours to provide time for: Instruction in core academic subjects; Instruction in other subjects and enrichment activities that contribute to a well-rounded education; and Teachers to collaborate, plan, and engage in professional development within and across grades and subjects.
Under SIG, what does “job- embedded professional development” mean? Occurs on a regular basis (e.g., daily, weekly); Aligned with standards and plans; Involves collaborative work facilitated by coaches or mentors; Requires active engagement by participants; and Focuses on understanding what and how students are learning.
Are there specific reporting requirements for SIG funds? Yes. The State must report annually on outcome measures (i.e., improvements in student performance) and leading indicators for each Tier I and Tier II school. The LEA must report its progress on achieving the goals it establishes in the initial LEA application. A State may use these data to determine whether to renew an LEA's SIG award for a second and third year.
Leading Indicators Number of minutes within the school year; Student participation rate on state assessments by subgroup; Dropout rate; Student attendance rate; Number and percentage students completing advanced coursework, early college, or dual- enrollment; Discipline incidents; Truants; Distribution of teachers by performance level on LEA’s teacher evaluation system; and Teacher attendance rate
Reporting Requirements New for SIG Intervention model the school used; Number of minutes within the school year; Average scale scores on State assessments; Number and percentage of students completing advanced coursework early- college high schools, or dual enrollment classes; and Teacher attendance rate.
For which schools must an SEA report on the metrics that are new for the SIG program? An SEA must report on the metrics that are new for the SIG program for each Tier I and Tier II school that is served. An SEA is not obligated to report on the metrics for Tier III schools that are served with SIG funds.
Will there be SIG funds available in subsequent years? The SEA has reserved 25% of the total SIG allotment for FY 09. This amount will be combined with any additional FY 10 funds to allocate to LEAs with schools identified in Tiers I, II, and III. Look for “School Turnaround Grants” at http://www2.ed.gov/about/overview/budg et/statetables/index.html. http://www2.ed.gov/about/overview/budg et/statetables/index.html