School Improvement Grant (SIG) Committee of Practitioners (COP ...

Welcome!
School Improvement Grant (SIG) Webinar:
Committee of Practitioners (COP) SIG
Discussion
Jackie Burniske
TXCC
December 14, 2009
Cory Green
TEA
Vivian Smyrl
TEA
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Jackie Burniske
TXCC
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Title
I,
Part
D,
Subpart
2
Proposed
Program
Descrip8on
Schedule
Vivian Smyrl
TEA

Texas
Title I Priority Schools Grant
Program Overview
School Improvement Grant
Section 1003(g) Funding
Final Regulations
© 2009 by the Texas Education Agency
Cory Green
TEA

Funding History
• 2007–08 = $125 million
(est. Texas $11 million – SIP Academy)
• 2008–09 = $491 million
(est. Texas $45 million – SIP Academy)
• 2009–10 level $545 million
(Texas estimated $50 million)
• School Improvement funds under ARRA $3 billion
(Texas estimated $285 million)
• Combined Amounts — (Texas estimated $335 million)
17

Goal for FY09 and ARRA
School Improvement Funds
Target majority of funds to chronically lowachieving
schools in the state, including high
schools and their feeder schools, to implement
robust and comprehensive reforms to transform
school culture dramatically and increase student
outcomes.
18

• Formula to State
• Competitive to LEAs
Basics
• LEAs identify the schools they want to improve,
and then determine which one of the four
intervention models is most appropriate for each
school.
• If a school has begun implementing one of the
four models or components of one of the models
within the last two years, it may apply to use SIG
funds to continue to implement the full model.
19

Persistently Lowest-Achieving Schools
• Tier I and Tier II grants
i. 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
ii. The school’s lack of progress on those assessments
over a number of years in the “all students” group
• List to be published on TEA web site
• List submitted to USDE in SFSF II, RTTT, and
SIG applications
20

Priority 1
• Greatest need. An LEA with the greatest need
for a School Improvement Grant must have one
or more schools in at least one of Tiers I, II, or III.
21

Tier I Grants
• Any Title I school in improvement, corrective
action, or restructuring that
– is among the lowest-achieving 5% of Title I
schools in improvement, corrective action, or
restructuring in the state or
– is a high school that has had a graduation rate
as defined in 34 C.F.R. § 200.19(b) that is less
than 60% over a number of years
22

Tier II Grants
• Any secondary school that is eligible for, but
does not receive, Title I funds that
– is among the lowest-achieving 5% of
secondary schools in the State that are
eligible for, but do not receive, Title I funds or
– is a high school that has had a graduation rate
as defined in 34 C.F.R. § 200.19(b) that is less
than 60% over a number of years
23

Tier III Grants
• Any Title I school in improvement, corrective
action, or restructuring
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Priority 2
• Strongest Commitment. An LEA that agrees to
implement, and demonstrates the capacity to
implement fully and effectively, one of the four
rigorous interventions in each Tier I and Tier II
school that the LEA commits to serve.
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Required Strategies – Tiers I, II
LEAs receiving funds must agree to implement one of
the following rigorous interventions in Tier I/II school:
• Turnaround Model
• School Closure Model
• Restart Model
• Transformation Model
Note: An LEA with nine or more Tier I and Tier II
schools would not be able to implement the
Transformation Model in more than 50% of those
schools.
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The LEA must
Turnaround Model
i. replace the principal and grant the principal
sufficient operational flexibility;
ii. rehire no more than 50% of staff;
iii. implement strategies to recruit, place, and
retain staff with the skills necessary to meet the
needs of the students in the turnaround school;
iv. provide staff with ongoing, high-quality, jobembedded
professional development;
(continued)
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The LEA must
Turnaround Model
v. adopt a new governance structure;
vi. use data to identify and implement an
instructional program that is research-based
and aligned;
vii. promote the continuous use of student data
to inform and differentiate instruction;
(continued)
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The LEA must
Turnaround Model
viii. provide increased learning time; and
ix. provide appropriate social-emotional and
community-oriented services and supports
for students.
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Turnaround Model
The LEA may also implement other strategies,
such as
– any of the required and permissible activities
under the Transformation Model or
– a new school model (e.g., themed, duallanguage
academy).
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Closure Model
The LEA closes the school and enrolls students
who attended that school in other schools in the
LEA that
– are higher achieving;
– are within reasonable proximity to the closed
school; and
– may include, but are not limited to, charter
schools or new schools for which achievement
data are not yet available.
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Restart Model
The LEA converts a school or closes and reopens
a school under a CMO or EMO.
A Restart Model must enroll, within the grades it
serves, any former student who wishes to attend
the school.
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Transformation Model
The LEA implements required activities in each of
the following strategies:
(1) Developing and increasing teacher and school
leader effectiveness
(2) Comprehensive instructional reform strategies
(3) Increasing learning time and creating
community-oriented schools
(4) Providing operational flexibility and sustained
support
33

Waiver Flexibility
• The State may apply to USDE for waivers for
Tier I schools to “start over” in the school
improvement timeline.
• Even though a school implementing the waiver
would no longer be in improvement, corrective
action, or restructuring, it may receive school
improvement funds.
34

Waiver Flexibility
• The State may apply to USDE for waivers for
Tier I Targeted-Assistance campuses to operate
as Schoolwide campuses.
35

Waiver Flexibility
• The State may apply to USDE for waivers for
LEAs to use school improvement funds to serve
Tier II secondary schools.
36

Waiver Flexibility
• The State may apply to USDE for waivers to
– extend the period of availability of school
improvement funds beyond September 30,
2011, in order to make those funds available
to the SEA and its LEAs for up to three years
– (through September 30, 2013).
37

Waiver Flexibility
• An LEA may apply to USDE for waivers for any
of the previous four State waivers, assuming the
State does not apply for that waiver for the entire
state.
38

LEA Requirements
• An LEA may apply for a School Improvement
Grant if it has one or more schools that qualify
under the State’s definition of a Tier I or Tier III
school.
• An eligible LEA may also apply to serve Tier II
schools.
39

LEA Requirements
• An LEA must monitor each Tier I and Tier II
school that receives school improvement funds,
including
i. establishing annual goals for student
achievement on the State’s assessments in
both reading/language arts and mathematics
and
ii. measuring progress on the leading indicators
in Section III of these requirements.
40

LEA Requirements
• If an LEA implements a Restart Model, it must
hold the charter school operator, CMO, or EMO
accountable for meeting the final requirements.
41

LEA Application Requirements
i. Identify the Tier I, Tier II, and Tier III schools it
commits to serve.
ii. Identify the intervention for each Tier I and Tier
II school.
iii. Demonstrate its capacity to provide adequate
resources and related support to each Tier I and
Tier II school in order to implement fully and
effectively one of the four intervention models.
(continued)
42

LEA Application Requirements
iv. Provide evidence of its strong commitment.
v. Include a timeline for intervention.
vi. Include a budget indicating how it will allocate
school improvement funds among the Tier I,
Tier II, and Tier III schools.
43

State Requirements
• Submit application to USDE by February 8, 2010.
• Review, select, award, and approve LEA
applications.
• Post final applications and summary of grant to
each campus on TEA web site within 30 days of
awarding grants.
44

• Priorities
State Requirements
– First, LEAs that apply to serve both Tier I and
Tier II schools
– Then, LEAs that apply to serve Tier I schools
45

State Requirements
• The State must award a grant to an LEA in an
amount that is of sufficient size and scope
• $50,000 to $500,000 per year for each Tier I and
Tier III school
46

State Requirements
• The State must allocate $500,000 per year for
each Tier I school
• or less funding if needed, on a case-by-case
basis
– considering such factors as school size, the
intervention selected, and other relevant
circumstances.
47

State Requirements
• Grants are renewable for the length of time that
the funds are available.
48

State Carryover
• (a) If not every Tier I school in the State is
served with FY 2009 school improvement funds,
the State must carry over 25% of its FY 2009
funds, combine those funds with FY 2010 school
improvement funds (depending on the
availability of appropriations), and award those
funds to eligible LEAs.
49

State Carryover
• (b) If each Tier I school in the State is served
with FY 2009 school improvement funds, the
State may reserve up to 25% of its FY 2009
allocation and award those funds in combination
with its FY 2010 funds (depending on the
availability of appropriations).
50

State Requirements
• Before submitting its application for a School
Improvement Grant to USDE, the State must
consult with its Committee of Practitioners
regarding the rules and policies contained and
• may consult with other stakeholders that have
an interest in its application.
51

Timeline
• Final Regulations — released 12/3/09
• Application Process for State to apply to USDE —
due February 8, 2010
• Discretionary, Competitive Application Process for
LEA to apply to State — due mid-Spring, 2010
– More descriptive application
– More prescriptive grant program requirements
– More accountability for results
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