Joseph Shannon, Deputy Chief Academic Officer International Center for Leadership in Education Navigating the School Improvement Grants Joseph Shannon, Deputy Chief Academic Officer International Center for Leadership in Education
Mar 27, 2015
Joseph Shannon, Deputy Chief Academic OfficerInternational Center for Leadership in Education
Navigating the School Improvement Grants Joseph Shannon, Deputy Chief Academic Officer
International Center for Leadership in Education
Navigating the School Improvement Grants Joseph Shannon, Deputy Chief Academic Officer
International Center for Leadership in Education
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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
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
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)
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]
States traditionally select the least rigorous (if any) intervention option for
struggling schools• Of the 45 states with schools in restructuring in
SY 2006-07, 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%)
From ED, State and Local Implementation of the No Child Left Behind Act, Volume IX— Accountability Under NCLB: Final Report, 2009 (forthcoming)
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
Goal for FY09 and ARRA School Improvement Funds
Target each state’s:
• Chronically low-performing schools
• Dramatically transform school culture and increase student achievement.
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
State SIG Awards State Award 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
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
Which schools will receiveSIG funds?
There are three tiers of schools that are eligible for SIG funds
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)
Tier II Schools • The state’s Title I eligible (but not
necessarily participating) secondary schools with equivalently poor performance as Tier I schools
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
Tier Schools by State
State Tier I Tier II Tier III
Arizona 25 6 275
Indiana 37 27 225
Louisiana 10 5 314
Mississippi 6 91 125
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
Schools applying for SIG funds can select between four models
1. Turnaround Model
2. Restart Model
3. School Closure Model
4. Transformational Model
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.
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
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
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
Mandated Strategies
1. Developing teacher and school leader effectiveness
2. Comprehensive instructional reform strategies
3. Extending learning time and creating community-oriented schools
4. Ensuring sufficient operating flexibility
Developing teacher and
leader effectiveness
Operating, flexibility, and
sustainable support
Comprehensive Instructional
Reform Strategy
Extending learning time and creating
community-oriented schools
Developing teacher and
leader effectiveness
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
Developing teacher and
leader effectiveness
Comprehensive Instructional
Reform Strategy
Instructional Reform Strategies
1. 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
Instructional Reform Strategies
2. Effective Teaching– Teacher observation using the
Collaborative Instructional Review Process – Accountability Measures– Job-Embedded Coaching– Professional Dialogue/Communities– Targeted Professional Development
Instructional Reform Strategies
3. 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
Developing teacher and
leader effectiveness
Comprehensive Instructional
Reform Strategy
Extending learning time and creating
community-oriented schools
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
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
Developing teacher and
leader effectiveness
Operating, flexibility, and
sustainable support
Comprehensive Instructional
Reform Strategy
Extending learning time and creating
community-oriented schools
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
Developing teacher and
leader effectiveness
Operating, flexibility, and
sustainable support
Comprehensive Instructional
Reform Strategy
Extending learning time and creating
community-oriented schools
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
State Applications
• Competitive Application Process
• Scored by Rubric
• Points awarded for bold, innovative strategies
• Implementation plan between now and 2013
• Accountability targets
• Budget
State Applications http://www2.ed.gov/programs/sif/summary/index.html
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
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
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
AccountabilityLeading 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
AccountabilityLeading Indicators:
• Discipline incidents
• Truancy
• Distribution of teachers by performance levels on teacher evaluation system
• Teacher attendance
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
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
Funding Levels
Student Enrollment
Closure Transformation Turnaround/
Restart
1-199 $100K-150K $325K-375K $375K-425K
200-399 $125K-175K $350K-400K $400K-450K
400-599 $150K-200K $375K-425K $425K-475K
600+ $175K-225K $400K-450K $450K-500K
Planning and PreparingStarting 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
Planning and PreparingStarting 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
Questions
Year 1 Project Overview
Phase 1Assessing 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
Phase 2School 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
Phase 3Implementation and Capacity
Building
Principal and Leadership Teams implementation of transformational interventions:
1. Make difficult decisions regarding people, time, money, and programs
2. Assist in recruitment, training, and retention of quality teachers
3. implementation of a teacher evaluation and reward system based on student performance
Phase 3Implementation and Capacity
Building
4. Extend learning time
5. Develop parent/community partnerships to support Transformational Interventions
6. Leverage business and community partnerships
Phase 3Implementation and Capacity
BuildingImprove 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
Phase 3Implementation 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
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 120 + 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
Q & A with Joe
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