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School Improvement Grant (SIG)

School Improvement Grant (SIG). & SFUSD Options. The School Improvement Grant Program is a federally funded competitive grant. (Award range $50,000 - $2 million per year for 3 years).

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School Improvement Grant (SIG)

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  1. School Improvement Grant (SIG) & SFUSD Options

  2. The School Improvement Grant Program is a federally funded competitive grant. (Award range $50,000 - $2 million per year for 3 years) The CA Dept. of Ed. was required to submit the list of the 5% “persistently Lowest performing schools” in the state by March 15th, 2010 to be eligible for this federal funding. What is the School Improvement Grant (SIG) Program? Participation in SIG is a state law SBX5 1

  3. The state used CST data (grades 2-8) in English Language Arts & Mathematics and CA High School Exit Exam over a period of three years. Schools were ranked by their percentage of students scoring at “proficient” and “advanced”. The state then selected the lowest performing 5% for grant eligibility. Schools were removed from the list if any of the following criteria applied: • less than 100 valid test scores for any of the 3 years. • a net growth of 50 points or more on API in the last 5 years. • an API of over 800 in Spring 2009. How were schools selected?

  4. Paul Revere K-8 Bryant Everett Middle G. W. Carver Horace Mann Middle Cesar Chavez John Muir Mission High John O’Connell High Willie Brown 4-8 Schools EligibleforSIGinSFUSD

  5. School Data

  6. 1. Turnaround 2. Restart 3. School Closure 4. Transformation SchoolReformAlternativesviaSIG

  7. Replace principal (if at school for more than two years) • Change at least 50% of the staff • Implement new governance structure • Ensure high quality Professional Development • Institute research-based & vertically aligned instructional program Turnaround Model

  8. Convert a school or close and reopen it under a charter school operator, a charter management organization, or an education management organization. Restart Model

  9. Close the school and enroll the students who attended that school in other schools in the LEA that are higher achieving. • Closure MUST occur by the end of the 2010/2011 school year. • Will not result in additional funding for receiving school. School Closure

  10. Replace principal (if at school for more than two years) • Institute comprehensive instructional reform • Use data to identify curriculum and monitor student learning to improve instruction • Increase learning time Transformational Model

  11. If an LEA has more than 9 schools, the Transformational Model can only be used in half the schools. Priority will be given to districts that include ALL of it’s eligible schools with a model of improvement during the first year. There WILL NOT be enough money for ALL the schools eligible for SIG in California. What have we heard from the state (CDE)?

  12. SFUSD central office leadership has investigated the school improvement efforts of many school districts including, but not limited to the following: New York Sacramento Montgomery County Boston Chicago Research on School Improvement and “Turnaround” efforts

  13. • School Leadership • Parent-Community Ties • Professional Capacity • Student-Centered Learning Climate • Instructional Guidance SFUSD’s Strategic Design for Quality SchoolsIndicators of School Success

  14. • Leadership as the Driver for Change • THREE Dimensions of Leadership  Managerial: run the office efficiently, the most basic aspect of school leadership.  Instructional: the leadership directly impacts the dynamics of student engagement and learning.  Inclusive-Facilitative: nurture individual agency and builds capacity to support fundamental change. 1. School Leadership

  15. • Enhance parent-teacher trust • Understand students’ backgrounds • Strengthen parent’s skills • Communicate with parents to reinforce habits/expectations • Engage parents/students in learning at home • Employ 4 elements of trust: Respect, Personal Regard, Competence, & Integrity 2. Parent-Community Ties

  16. The school’s ability to recruit and retain knowledgeable and skillful staff QUALITY OF HUMAN RESOURCES The school’s efficacy in utilizing its own performance feedback and individual PD programs QUALITY OF PROFESSIONAL DEVELOPMENT The staff’s capacity to form a viable collective that shares responsibility for student learning. NORMATIVE DISPOSITIONS The staff’s tendency to support one another in continuous improvement (i.e. ECPLC’s) PROFESSIONAL COMMUNITY 3. Professional Capacity

  17. • Social Justice: ensuring access and equity for ALL students. • Anchor school behaviors through beliefs, values, and work habits (Restorative Justice) • Promote/Provide an orderly and safe learning environment • Institutionalize a “Continuous Improvement Process”: teachers engage in critical dialogue, identify common problems, and consider solutions. 4. Student-Centered Learning Climate

  18. THREE elements: • Arrangement of subject matter content and pacing over time and grades, and across classrooms. • *Creation of Core Curriculum guides 2. The intellectual depth expected of students as they engage in the subject matter and reflected in the learning tasks assigned and assessments used. * Benchmark assessments 3. The pedagogical strategies, materials, and tools made available to teachers. *ECPLC’s at every school 5. Instructional Guidance

  19. • A clear sense of purpose • Core standards within a rigorous curriculum • High Expectations • Commitment to educate all students • A safe and orderly learning environment • Strong partnerships with parents Characteristics of Effective Schools • A problem-solving attitude

  20. Objectives: • Build understanding of the 5 indicators of school success that is guiding our work. • Gather feedback and specific examples about what’s working and not working in these areas • Gather specific ideas to inform the SIG Engagingthe Community

  21. The Process: • ALL SIG schools have had discussion with their school supervisor about their school’s options. • We have scheduled community meetings to elicit input from stakeholders. • Central Office staff begin to draft the actual grant with strategic input from SIG school stakeholders. Engagingthe Community

  22. • Define the level of participation of SFUSD district-wide • Identify which option will be used for each individual school • Address staffing issues, if necessary • Define accountability for district and school site – what will be the level of support provided by the district and what are the expectations of the schools. NEXTSTEPS…

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