IDAHOSchool Improvement Grant

SIG 1003 (g)

Kimberly BarnesSystem Improvement and Turnaround Leadership

U.S. Department of Education Announces Idaho’s Award to Continue Efforts to Turn

Around Lowest-Performing Schools

      $2,016,193  

"When schools fail, our children and neighborhoods suffer," Duncan said. "Turning around our lowest-performing schools is hard work but it's our responsibility, and represents a tremendous opportunity to

improve the life chances of children. We owe it to our children, their families and the broader community. These School Improvement Grants are helping some of the lowest-achieving schools provide a better

education for students who need it the most.“

   

Today’s Webinar• Idaho’s application for 1003(g) funds

• Purpose and goals of grant

• How funds are impacting current SIG schools  

• Required intervention model choices

• LEAs application process

• Scoring rubric

• Review process

 

School Improvement Grant 1003(g), FY2013

The School Improvement Grants (SIG) program is

authorized by section 1003(g) of the Elementary and

Secondary Education Act of 1965 (ESEA).

USDE subsequently awards grants to States to enable

the States to provide sub grants to local educational

agencies for the purpose of providing assistance to

schools needing improvement.

Application for FY 2013 New Awards Competition

Section 1003(g) of theElementary and Secondary Education Act

School Improvement Grants

Fiscal Year 2013

CFDA Number: 84.377A

 State Name: Idaho

 U.S. Department of Education

Washington, D.C. 20202

 

 

 

Idaho SIG Awards (2009-13)

•16 SIG schools

•Total funding awards…over $12.5 million

SIG Award Schools (FY09-FY12) 2009 (FY9)

•Caldwell District                Jefferson MS          

•Melba SD                          Melba Middle School

•Plummer-Worley SD         Lakeside Elementary

•Murtaugh SD                     Murtaugh MS

•Blackfoot SD                      Fort Hall Elementary

•Snake  River SD                 Snake River JH

SIG Award Schools 2010 (FY11)

•Shoshone SD                       Shoshone Elementary

•Shoshone SD                       Shoshone Middle School

SIG Award Schools 2013 (FY12)

• Minidoka                             Mt Harrison Jr/Sr High

• Pocatello-Chubbuck          Kinport Academy

• Caldwell                               Canyon Springs HS

• Emmett                                Black Canyon HS

• Lake Pend Oreille               Lake Pend Oreille HS

• Nampa                                 Ridgeline HS

• Nampa                                 Parkview HS

• Wings                                   Wings Charter MS

Benefits of SIG funds• Increased support to schools

• Improved teacher effectiveness

• Job-embedded professional development

• Increased learning time

• Increased teacher collaboration time

• Increased use of data by teachers and students

Which Schools are Eligible to Apply for SIG Funds?

• Priority Schools (that are not current SIG schools)

• Focus Schools

• SDE will prioritize LEA awards based on lowest-achieving schools that have the greatest need; demonstrate the strongest commitment to use the funds to provide adequate resources for schools to meet their goals; and demonstrate the ability to substantially raise student achievement

Priority SchoolsANOTHER CHOICE VIRTUAL CHARTER ANOTHER CHOICE VIRTUAL CHARTER

BLACKFOOT DISTRICT FORT HALL ELEMENTARY SCHOOL

BOISE INDEPENDENT DISTRICT FRANK CHURCH HIGH (ALTERN)

BONNEVILLE JOINT DISTRICT TELFORD ACADEMY (ALT)

CALDWELL DISTRICT CANYON SPRINGS ALT HIGH SCH

CALDWELL DISTRICT JEFFERSON MIDDLE SCHOOL

EMMETT INDEPENDENT DIST BLACK CANYON HIGH SCHOOL

LAKE PEND OREILLE DISTRICT LAKE PEND OREILLE ALT HIGH SCH

LAPWAI DISTRICT LAPWAI ELEMENTARY SCHOOL

MELBA JOINT DISTRICT MELBA HIGH SCHOOL

MINIDOKA COUNTY JOINT DISTRICT MT HARRISON JR/SR HIGH SCHOOL

MURTAUGH JOINT DISTRICT MURTAUGH SCHOOLS

NAMPA SCHOOL DISTRICT PARKVIEW ALTERNATIVE HIGH SCHOOL

NAMPA SCHOOL DISTRICT RIDGELINE HiGH SCHOOL (Alt)

PLUMMER-WORLEY JOINT DISTRICT LAKESIDE ELEMENTARY SCHOOL

POCATELLO DISTRICT KINPORT ACADEMY

SHOSHONE JOINT DISTRICT SHOSHONE ELEMENTARY SCHOOL

SHOSHONE JOINT DISTRICT SHOSHONE MIDDLE SCHOOL

SNAKE RIVER DISTRICT SNAKE RIVER JR HIGH SCHOOL

Wings Charter Middle School Wings Charter Middle School

Priority Schools

Focus SchoolsBLACKFOOT DISTRICT INDEPENDENCE ALTERNATE HIGH

BLAINE COUNTY DISTRICT BELLEVUE ELEMENTARY SCHOOL

BOISE INDEPENDENT DISTRICT WHITNEY ELEMENTARY SCHOOL

BRUNEAU-GRAND VIEW JOINT DIST BRUNEAU ELEMENTARY SCHOOL

CALDWELL DISTRICT SACAJAWEA ELEMENTARY SCHOOL

CALDWELL DISTRICT WASHINGTON ELEMENTARY SCHOOL

CASSIA COUNTY JOINT DISTRICT BURLEY JUNIOR HIGH SCHOOL

CASSIA COUNTY JOINT DISTRICT DECLO ELEMENTARY SCHOOL

CHALLIS JOINT DISTRICT CHALLIS ELEMENTARY SCHOOL

COEUR D'ALENE DISTRICT PROJ CDA HIGH SCHOOL/Venture Alt High School

HANSEN DISTRICT HANSEN ELEMENTARY SCHOOL

Heritage Academy District Heritage Academy

Heritage Community Charter District Heritage Community Charter

IDAHO FALLS DISTRICT DORA ERICKSON ELEM SCHOOL

IDAHO FALLS DISTRICT LINDEN PARK ELEMENTARY SCHOOL

KOOTENAI DISTRICT HARRISON ELEMENTARY SCHOOL

LAPWAI DISTRICT LAPWAI HIGH SCHOOL

MERIDIAN JOINT DISTRICT CHIEF JOSEPH ELEMENTARY SCHOOL

MERIDIAN JOINT DISTRICT DESERT SAGE ELEMENTARY SCHOOLMERIDIAN JOINT DISTRICT GATEWAY SCHOOL OF LANGUAGE AND CULTURE

MERIDIAN JOINT DISTRICT MERIDIAN ELEMENTARY SCHOOL

MERIDIAN JOINT DISTRICT PEREGRINE ELEMENTARY SCHOOL

Monticello Montessori School Monticello Montessori Charter

NAMPA SCHOOL DISTRICT ENDEAVOR ELEMENTARY SCHOOL

NAMPA SCHOOL DISTRICT LAKE RIDGE ELEMENTARY

Palouse Prairie Charter Palouse Prairie Charter School

PAYETTE JOINT DISTRICT MC CAIN MIDDLE SCHOOL

SODA SPRINGS JOINT DISTRICT HOWARD E THIRKILL PRIMARY SCH

ST MARIES JOINT DISTRICT UPRIVER ELEM SCHOOL

TETON COUNTY DISTRICT DRIGGS ELEMENTARY SCHOOL

TETON COUNTY DISTRICT Rendezvous Upper Elementary School

TWIN FALLS DISTRICT HARRISON ELEMENTARY SCHOOL

TWIN FALLS DISTRICT LINCOLN ELEMENTARY SCHOOL

VALLIVUE SCHOOL DISTRICT VALLIVUE ACADEMY (ALT)

Tips• Needs Assessment

• Collaboration (5 Whys)

• Be intentional and specific

• Show how resources and strategies will impact student learning

• Supplement, not supplant

• Show sustainability

• View exemplar applications

• Be innovative, but grounded in research

• Talk with other LEA’s

The real path to greatness, it turns out, requires simplicity and diligence. It requires clarity, not

instant illumination. It demands each of us to focus on what is vital-and to eliminate all of the extraneous

distractions. -Jim Collins

School Intervention Models

Restart

Closure

Turnaround

Transformation

Restart Model

Allows a local school district to close a failing school and reopen the campus as a charter school.

School Closure Model Overview

Turnaround Model Overview

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NOTE: may “start over” for AYP

TITLE OF SLIDEText in slide

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Transformation vs. Turnaround Model

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

SDE Supports Idaho Superintendents Network

Network of Innovative School Leaders

Idaho Building Capacity Project

Instructional Focus Visits

Dual Credit Opportunities

Total Instructional Alignment

Funding

Reasonable application amounts:

$150,000 - $2,000,000 (not counting extra supports and activities that are available)

New Data Collection for SIGMetric Source

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

SIG

Number of minutes within the school year 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

SIG

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

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 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.

SDE Technical Assistance

For districts that commit to serve priority and/or focus schools:

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

Idaho State Department of Education Timeline:

March 10    SDE submission of LEA applications

March 20    Webinar

May 12        District applications due

May 14-16   Proposal reviews

May 27         Award announcements

 

 

Funding & Renewal• SIG 1003(g) FY2013 is a three year grant

• LEAs will be notified of award by May 27th with immediate draw down ability for pre-implementation activities

• If a school/LEA does not meet the requirements of the grant or does not make progress toward the goals established in its application, the SDE may revoke the award or deny grant renewal for the following year

Questions? Thoughts?

Difference between 1003a & 1003g funds

SIG 1003(a)- due March 14:  1) Districts apply for direct services (IBC, NISL, ISN) and/or flow-through funds which are available to Idaho’s Title 1 schools who could receive up to 50% of their Title 1 allotment. 2) Districts and schools must use flow-through funds to implement a school’s improvement plan and carry out the intervention requirements associated with the school’s improvement status, as determined by ESEA Section 1116.

 SIG 1003(g) – due May 12:  1) Only available to our lowest 5% or priority schools in previous years. This year, Idaho has received a waiver to also include focus schools.  We are excited about this opportunity to include more schools!  2) Districts and schools must use the funds to implement one of four intervention models established by the Department of Education (Transformation, Turnaround, Restart or Closure).

 

Thank you for your leadership and

commitment to improve priority and focus schools.  This grant is a great opportunity to provide additional supports to Idaho schools as we strive to successfully meet the needs

of all learners. 

Idaho State Department of EducationStatewide System of Support

Supporting districts, schools and each other in successfully meeting the needs of all Idaho students.

Greg AlexanderDirector, Statewide System of Support

208-866-6543(mobile)208-332-6869(office)

galexander@sde.idaho.gov 

Kimberly BarnesCoordinator, System Improvement and Turnaround Leadership

208-332-6917(office)208-598-6811 (cell)

kbarnes@sde.idaho.gov