School Improvement Grants Program Overview

1. School Improvement Grants (SIG) Section 1003(g) of the Elementary and Secondary Education Act April 15, 2010

2. Overview Through the SIG program, the United States Education Department (USED) requires state educational agencies (SEAs) to use three tiers to prioritize funding to local educational agencies (LEAs) with the lowest-achieving schools that have the greatest need and demonstrate the strongest commitment to use the funds to significantly raise the achievement of their students.  It is USED’s expectation that SIG funds are used for the implementation of one of four rigorous school intervention models: • Turnaround Model • Restart School Model • Closure Model • Transformation Model DESE will provide LEAs with SIG grants to facilitate implementation of one of the four school intervention models. LEAs will be able to receive from $50,000 up to $2 million per school to implement a model selected by the LEA and approved by the SEA.  This funding is contingent on the LEA’s demonstrated capacity to implement the selected models and an approved application and budget that includes sufficient funds to implement the selected intervention model fully and effectively in each school. 

3. Timelines March 1-May 7, 2010 • Release the projected list of Tier I, II, and III schools to the LEAs/districts. April 5, 2010 – Projected date • The final application will be distributed to the LEAs/districts within one week April 20, 2010 – Projected date • The LEAs/districts will: • declare their commitment to serve schools, • submit a projected list of schools it may commit to serve, and the intervention model or improvement activities June 22, 2010 – Projected date • Preliminary application submitted July 21, 2010 – Projected date • Final application submitted August 12, 2010 • The Department will make final determinations and approvals August 15, 2010 • Funds will be available to approved LEAs/districts

4. Overview • Model One – Turnaround • Required Activities • Replace the principal and grant the new principal operational flexibility • Calendars and time • Budgeting • All staff reapply and rehire no more than 50% • Implement staff incentives • Provide on-going, high-quality, ….professional development • Use data to identify and implement instructional programs • Continuous use of student data (formative, interim, and summative assessments) • Establish schedules for increased learning time • Provide appropriate social-emotional and community-oriented services and supports for students. The schools are: • Vashon 4. Mann • Hamilton 5. Columbia • Sigel

5. Overview Model Two – Restart Model • Convert or close and reopen a school under a Education Management Organization (EMO) or Charter Management Office (CMO) • Use a rigorous selection process for the CMO or EMO • Serve the children who attended before the restart within the grades the school serves • May implement any of the required and permissible activities under the transformational model The schools are: • Central VPA • Sumner • Walbridge • Ashland

6. Overview MODEL THREE - Closure • Close school • Enroll students in other schools in the LEA that are higher achieving • In reasonable proximity • May be charter or new school(s) for which achievement data are not yet available • SIG funds may NOT follow students to their new school The schools are 1. Bunche - (Consolidate with Soldan)

7. Overview MODEL FOUR – Transformational Model • Teacher and school leader effectiveness required activities • Replace the principal who led the school prior to the commencement of the transformation model (There is some flexibility IF the principal has been in the school for two years or less and some turnaround activities have been started.) • Rigorous, transparent, equitable evaluation systems for teachers and principals • Take into account students growth • Multiple observation-based assessments of performance • Ongoing collection of professional practice reflective of student achievement and increased graduation rates • Designed and developed with teacher and principal involvement (does not have to be the teachers and principals in the building where the intervention is being implemented);

8. Overview MODEL FOUR – Transformational Model • Identify and reward school leaders, teachers, and other staff who, in implementing this model, have increased student achievement and high school graduation rates and identify and remove those who, after ample opportunities have been provided for them to improve their professional practice, have not done so; • Provide ongoing, high-quality, job-embedded professional development; • Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in a transformation school.

9. Overview MODEL FOUR – Transformational Model The Schools are: • Carr Lane • Gateway Middle • Fanning • Jefferson • L’Ouverture • Long • Langston • Stevens • Yeatman • Dunbar • Roosevelt