Text of School Improvement Grant SIG 1003 (g) Steve Underwood Director, Statewide System of Support
School Improvement Grant SIG 1003 (g) Steve Underwood Director, Statewide System of Support
The SIG Fund The School Improvement Grant Fund is a funding stream that has been available to Idaho Title I schools and districts for 4 years to help with those in Needs Improvement status. Previously, USED allowed more flexible use of the funding. However, the US Secretary of Education revised the regulations when the SIG was infused with ARRA funds. ARRA regulations required states to define the Persistently Lowest-Achieving Schools. Schools are eligible for SIG funds if they are the Persistently Lowest Achieving OR if they are Title I and in Needs Improvement. The current funding for SIG is based on FY 2009, thus the data and requirements are in place based upon a schools 2009 data.
Which Schools are Eligible to Apply for SIG Funds? Tier I Schools Any Title I school in improvement, corrective action, or restructuring that Is among the lowest-achieving five percent of Title I schools in improvement, corrective action, or restructuring or the lowest-achieving five Title I schools in improvement, corrective action, or restructuring in the State, whichever number of schools is greater; or Is a high school that has had a graduation rate as defined in 34 CFR 200.19(b) that is less than 60 percent over a number of years; and Tier II Schools Any secondary school that is eligible for, but does not receive, Title I funds that Is among the lowest-achieving five percent of secondary schools or the lowest-achieving five that secondary schools in the State that are eligible for, but do not receive, Title I funds, whichever number of schools is greater; or Is a high school has had a graduation rate as defined in 34 CFR 200.19(b) that is less than 60 percent over a number of years. ----------------------------------------------------------------------------------------------------- Tier III Schools Any Title I school in improvement, corrective action, or restructuring that is not a Tier I school.
Which Schools are Eligible for SIG? Eligible for SIG, BUT Must Use a School Intervention Model Tier I Schools that fall under these two parts of the definition are considered the Persistently Lowest-Achieving schools in the state. Tier II Eligible for all SIG funding opportunities* Tier III These are all of the remaining Title I funded schools that are also in Improvement, Corrective Action, or Restructuring. Not Eligible for Any SIG Funding Everyone else These are all non-Title I funded schools in Improvement, Corrective Action, or Restructuring; PLUS any schools that are not in improvement status regardless of Title I funding. *If in an LEA with Tier I or II schools, Tier III schools eligibility depends on if the LEA serves the Tier I and II schools.
How Were Schools Identified? To identify the lowest-achieving schools, states had to take into account both The academic achievement of the all students group in a school in terms of proficiency on the States assessments under section 1111(b)(3) of the ESEA in reading/language arts and mathematics combined; and The schools lack of progress on those assessments over a number of years in the all students group. The full definition is provided in the application packet.
Tier 1 and Tier II Schools LEA NameSchool NameIII ABERDEEN DISTRICTABERDEEN MIDDLE SCHOOLX BLACKFOOT DISTRICT BLACKFOOT COMMUNITY LEARNING X BLACKFOOT DISTRICT FORT HALL ELEMENTARY SCHOOL X CALDWELL DISTRICTJEFFERSON MIDDLE SCHOOLX MELBA JOINT DISTRICTMELBA MIDDLE SCHOOL X MOUNTAIN HOME DISTRICTHACKER MIDDLE SCHOOL X MOUNTAIN HOME DISTRICTWEST ELEMENTARY SCHOOLX MURTAUGH JOINT DISTRICTMURTAUGH MIDDLE SCHOOL X PLUMMER-WORLEY JOINT DISTRICT LAKESIDE ELEMENTARY SCHOOL X SHOSHONE JOINT DISTRICT SHOSHONE ELEMENTARY SCHOOL X SHOSHONE JOINT DISTRICTSHOSHONE MIDDLE SCHOOL X SNAKE RIVER DISTRICT SNAKE RIVER JR HIGH SCHOOL X WILDER DISTRICTHOLMES ELEMENTARY SCHOOL X
School Intervention Models for Tiers I & II Restart Closure Turnaround Transformation
Due to the timeline currently in place, the Restart Model will not be a viable option. USED regulations require this selection to be in place as of day 1 for SY 2010-11. Thus, because of the legal requirements that are related to it, it is not feasible. LEAs interested in the option may re-apply for funding for this option under FY 2010 funds for SY 2011-12.
School Closure Model Overview
Turnaround Model Overview Text in slide NOTE: may start over for AYP
TITLE OF SLIDE Text in slide
Teachers and Leaders Turn- around Transfor- mation Replace the principal.XX Use locally adopted competencies to measure effectiveness of staff who can work in turnaround environment; use to screen existing staff and select new staff. Xn/a Screen all existing staff, rehiring no more than 50%.Xn/a Implement such strategies as financial incentives and career ladders for recruiting, placing, and retaining effective teachers. XX Implement rigorous, transparent, and equitable evaluation systems for teachers and principals which are developed with staff and use student growth as a significant factor. OX Identify and reward school leaders and teachers who have increased student achievement and graduation rates; identify and remove those who, after ample opportunities to improve professional practice, have not done so. OX Provide additional incentives to attract and retain staff with skills necessary to meet the needs of the students (e.g., bonus to a cohort of high-performing teachers placed in a low-achieving school). OX Ensure school is not required to accept a teacher without mutual consent of teacher and principal, regardless of teachers seniority. OO
Instructional and Support Strategies Turn- around Transfor- mation Use data to select and implement an instructional program that is research-based and vertically aligned to each grade and state standards. XX Provide staff ongoing, high quality, job-embedded professional development aligned with the schools comprehensive instructional program and designed with school staff. XX Ensure continuous use of data (e.g., formative, interim, and summative assessments) to inform and differentiate instruction to meet the academic needs of individual students. XX Institute a system for measuring changes in instructional practices resulting from professional development. OO Conduct periodic reviews to ensure the curriculum is implemented with fidelity, having intended impact on student achievement, and modified if ineffective. OO Implement a school-wide response to intervention model. OO Provide additional supports and professional development to teachers to support students with disabilities and limited English proficient students. OO Use and integrate technology-based supports and interventions as part of the instructional program. OO Secondary Schools: Increase graduation rates through strategies such as credit recovery programs, smaller learning communities, etc. OO Secondary Schools: Increase rigor in coursework, offer opportunities for advanced courses, and provide supports designed to ensure low-achieving students can take advantage of these programs and coursework. OO Secondary Schools: Improve student transition from middle to high school. OO Secondary Schools: Establish early warning systems. OO
Learning Time and Support Turn- around Transfor- mation Establish schedules and strategies that provide increased learning time. Increased learning time includes longer school day, week, or year to increase total number of school hours. XX Provide appropriate social-emotional and community-oriented services and support for students. XO Provide ongoing mechanisms for family and community engagement. OX Extend or restructure the school day to add time for such strategies as advisories to build relationships. OO Implement approaches to improve school climate and discipline.OO Expand program to offer pre-kindergarten or full day kindergarten.OO
Governance Turn- around Transfor- mation Adopt a new governance structure to address turnaround of school(s); the district may hire a chief turnaround officer to report directly to the superintendent. XO Grant sufficient operational flexibility (e.g., staffing, calendar, and budget) to implement fully a comprehensive approach to substantially improve student achievement and increase high school graduation rates. XX Ensure school receives intensive ongoing technical support from district, state, or external partners. OX Allow the school to be run under a new governance agreement, such as a turnaround division within the district or state. OO Implement a per-pupil school based budget formula that is weighted based on student needs. OO
District-Level Supports & Activities Instructional Focus Visits Idaho Building Capacity Project Training for Trustees Superintendents Network of Support Central Office Staff Network of Support
School-Level Supports & Activities Idaho Building Capacity Project Principal Academy of Leadership Total Instructional Alignment ACT/SAT Assessments Dual Credit Opportunities Expanding Early Childhood
Funding Funding is from the FY 2009 allocation Period of availability until September 30, 2013 Schools/LEAs may re-up each year for FY 2010 funds, etc.