school improvement grant sig 1003 (g) steve underwood director, statewide system of support

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School Improvement Grant SIG 1003 (g) Steve Underwood Director, Statewide System of Support

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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 school’s 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, BUTMust 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 IIIThese 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 State’s assessments under section 1111(b)(3) of the ESEA in reading/language arts and mathematics combined; and

• The school’s 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 SchoolsLEA Name School Name I II ABERDEEN DISTRICT ABERDEEN MIDDLE SCHOOL X  

BLACKFOOT DISTRICT BLACKFOOT COMMUNITY LEARNING

X  

BLACKFOOT DISTRICT FORT HALL ELEMENTARY SCHOOL

X  

CALDWELL DISTRICT JEFFERSON MIDDLE SCHOOL X  

MELBA JOINT DISTRICT MELBA MIDDLE SCHOOL   X

MOUNTAIN HOME DISTRICT HACKER MIDDLE SCHOOL   X

MOUNTAIN HOME DISTRICT WEST ELEMENTARY SCHOOL X  

MURTAUGH JOINT DISTRICT MURTAUGH MIDDLE SCHOOL   X

PLUMMER-WORLEY JOINT DISTRICT

LAKESIDE ELEMENTARY SCHOOL

X  

SHOSHONE JOINT DISTRICT SHOSHONE ELEMENTARY SCHOOL

X  

SHOSHONE JOINT DISTRICT SHOSHONE MIDDLE SCHOOL   X

SNAKE RIVER DISTRICT SNAKE RIVER JR HIGH SCHOOL

  X

WILDER DISTRICT HOLMES 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• Text in slide • Text in slide

NOTE: may “start over” for AYP

TITLE OF SLIDE• Text in slide• Text in slide • Text in slide

Teachers and Leaders Turn-around

Transfor-mation

Replace the principal. X X

Use locally adopted competencies to measure effectiveness of staff who can work in turnaround environment; use to screen existing staff and select new staff.

X n/a

Screen all existing staff, rehiring no more than 50%. X n/a

Implement such strategies as financial incentives and career ladders for recruiting, placing, and retaining effective teachers.

X X

Implement rigorous, transparent, and equitable evaluation systems for teachers and principals which are developed with staff and use student growth as a significant factor.

O X

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.

O X

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).

O X

Ensure school is not required to accept a teacher without mutual consent of teacher and principal, regardless of teacher’s seniority.

O O

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.

X X

Provide staff ongoing, high quality, job-embedded professional development aligned with the school’s comprehensive instructional program and designed with school staff.

X X

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.

X X

Institute a system for measuring changes in instructional practices resulting from professional development.

O O

Conduct periodic reviews to ensure the curriculum is implemented with fidelity, having intended impact on student achievement, and modified if ineffective.

O O

Implement a school-wide “response to intervention” model. O O

Provide additional supports and professional development to teachers to support students with disabilities and limited English proficient students.

O O

Use and integrate technology-based supports and interventions as part of the instructional program.

O O

Secondary Schools: Increase graduation rates through strategies such as credit recovery programs, smaller learning communities, etc.

O O

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.

O O

Secondary Schools: Improve student transition from middle to high school. O O

Secondary Schools: Establish early warning systems. O O

Learning Time and SupportTurn-

aroundTransfor-

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.

X X

Provide appropriate social-emotional and community-oriented services and support for students.

X O

Provide ongoing mechanisms for family and community engagement.

O X

Extend or restructure the school day to add time for such strategies as advisories to build relationships.

O O

Implement approaches to improve school climate and discipline. O O

Expand program to offer pre-kindergarten or full day kindergarten. O O

GovernanceTurn-

aroundTransfor-

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.

X O

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.

X X

Ensure school receives intensive ongoing technical support from district, state, or external partners.

O X

Allow the school to be run under a new governance agreement, such as a turnaround division within the district or state.

O O

Implement a per-pupil school based budget formula that is weighted based on student needs.

O O

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.

• Regs permit an application from $50K - $2 million per Tier I/II school.

• Idaho is allocated about $10 million total for all Tier I, II, and III schools.

Funding• Reasonable application amounts:

– Tier I/II - $300,000 - $500,000 (not counting extra supports and activities that are available)

– Tier III – applications are based upon participation in specific statewide improvement program supports and activities (e.g., IBC, Supt’s Network, etc.), not a dollar amount

Funding• If a school/LEA re-ups for FY 2010 or beyond,

the amount is above & beyond the FY 2009 award.

• If a school/LEA does not meet the requirements of the grant or make progress toward the goals established in its application, the SDE has the right to revoke the award or not renew the grant yearly during the period of availability.

Funding• 25% required holdback if all Tier I schools

do not participate in 2009 SIG (i.e., $2.5 million)

• That money is then not available for Idaho to use for schools that need and want assistance out of the 2009 funding stream.

New Data Collection for SIGMetric Source

Which intervention the school used (i.e., turnaround, restart, closure, or transformation )

NEW SIG

Number of minutes within the school year NEW SIG

Average scale scores on State assessments in reading/language arts and in mathematics, by grade, for the “all students” group, for each achievement quartile, and for each subgroup

NEW SIG

Number and percentage of students completing advanced coursework (e.g., AP/IB), early-college high schools, or dual enrollment classes

NEW SIG

HS only

College enrollment rates NEW SFSF

Phase II

HS only

Distribution of teachers by performance level on LEA’s teacher evaluation system

NEW SFSF

Phase II

Teacher attendance rate NEW SIG

Evaluation

• LEAs funded by SIG are required to participate in any federal or state evaluations

• This includes state evaluations of other programs funded through SIG, not just those that may take place in Tier I/II schools.

• Evaluations may include, but are not limited to, perceptual surveys, comparative data analysis at more granular levels, qualitative case studies, etc.

Process for LEA Commitment• USED has still not approved every state’s

application• Idaho SDE is flexible on LEA application since

the originally planned deadlines passed long ago– Option 1 – before USED approval: Notify SDE as

soon as district is ready to commit– Option 2 – after USED approval: Notify SDE within 1

week

How to Notify SDE• If the district chooses to participate:

– Send a letter signed by the Superintendent and Board Chair

– List the Tier I and II schools that will be served by SIG 1003(g) funds

– Describe which model will be implemented in each Tier I and II school

• OR…Submit a full application

How to Notify SDE• If the district chooses not to participate:

– Send a letter signed by the Superintendent and Board Chair

– Provide a copy of the Board Meeting Minutes describing the decision making process surrounding the rationale for not participating.

Tier 1 & II Districts Which Opt Out

• If a district that has a Tier I or II school chooses not to participate in SIG:– The LEA may not access any SIG funds

for any of its schools.– Projects that the LEA or its schools have

participated in as part of state school improvement programs will no longer be available to any school in the LEA (e.g., IBC, PAL, Supt Network, etc.)

Technical Assistance from SDE• For districts that commit to serve Tier I & II

schools– The state will provide onsite technical assistance, if

requested, in ensuring a successful grant application

– The state will collaborate with the district, regional, and state personnel to ensure the grant meets all requirements and makes full use of the flexibility afforded in permissible areas so as to support local efforts.

Contact UsSteve Underwood

Director, Statewide System of SupportDivision of Student Achievement & School Improvement

Phone: (208) 332-9922Email: [email protected]

For a SIG Application Package, visit:www.sde.idaho.gov/site/title_one/