center on school turnaround at wested. 2 3 race to the top school improvement grants alignment of...
DESCRIPTION
3 Race to the Top School Improvement Grants Alignment of Existing Federal Resources ESEA Flexibility Lowest- Performing Schools ED’s focus on helping states and districts turn around the lowest-performing schools.TRANSCRIPT
Center on School Turnaroundat WestEd
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Race to the Top
School I
mprovement Grant
s
Alignment of Existing Federal Resources
ESEA Flexibility
Lowest- Performing
Schools
ED’s focus on helping states and districts turn around the lowest-performing schools.
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ROLES AND RESPONSIBILITIES
SCHOOL IMPROVEMENT GRANT
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SEA Requirements
Identify schools Tier I, Tier II, priority, and focus
Develop SEA application, LEA guidance, and LEA application template
Review, approve, and award (including renewals and goals)
Consult with Committee of PractitionersPost application within 30 days of awardingManage and monitor effortReport data on leading indicators
LEA ResponsibilitiesEligible Schools
Applies to serve all or subset of eligible schools in the LEA
Review Criteria
Develops a needs assessment to determine which of the four required intervention models fits best with the needs of each Tier I, Tier II, or Priority school
4 Models Applies to implement one of the four required intervention models in eligible Tier I, Tier II, or Priority schools. LEA selects model after an analysis of local data, resources, and capacity.
Prioritization
Must serve Tier I schools it has the capacity to serve. May not apply to serve any Tier III school if it has not served at least one of its Tier I or II schools
ORMust serve Priority schools it has capacity to serve that apply for and are awarded SIG funding
Budget Submits three-year budget for each school it applies to serve ($50K-$2M per year)
Goals Proposes achievement goals for each participating school
Previous SIG Intervention Models
Turnaround Restart
Closure Transformation
Transformation Model Overview
Teachers and Leaders•Replace principal•Implement new evaluation system•Developed with staff•Uses student growth as a significant factor
•Identify and reward staff who are increasing student outcomes; support and then remove those who are not•Implement strategies to recruit, place, and retain staff
Instructional and Support Strategies
•Select and implement an instructional model based on student needs•Provide job-embedded professional development designed to build capacity and support staff•Ensure continuous use of data to inform and differentiate instruction
Time and Support
•Provide increased learning time•Staff and students•Provide ongoing mechanism for community and family engagement•Partner to provide social-emotional and community-oriented services and supports
Governance
•Provide sufficient operating flexibility to implement reform •Ensure ongoing technical assistance
Turnaround Model Overview
Teachers and Leaders
•Replace principal•Use locally adopted “turnaround” competencies to review and select staff for school (rehire no more than 50% of existing staff)•Implement strategies to recruit, place, and retain staff
Instructional and Support
Strategies
•Select and implement an instructional model based on student needs•Provide job-embedded PD designed to build capacity and support staff•Ensure continuous use of data to inform and differentiate instruction
Time and Support
•Provide increased learning time•Staff and students
•Social-emotional and community- oriented services and supports
Governance
•New governance structure•Grant operating flexibility to school leader
May also implement any of the required or permissible strategies under the Transformation Model
Restart Model Overview
Restart model is one in which an LEA converts a school or closes and reopens a school under a charter school operator, a charter management organization (CMO), or an education management organization (EMO) that has been selected through a rigorous review process.
Restart Model Overview
• A restart model must enroll, within the grades it serves, any former student who wishes to attend the school.
• A rigorous review process could take such things into consideration as an applicant’s team, track record, instructional program, model’s theory of action, and sustainability.
• As part of this model, the SEA must review the process the LEA will use/has used to select the partner
School Closure Model Overview
School closure occurs when an LEA closes a school and enrolls the students who attended that school in other schools in the LEA that are higher achieving. • These other schools should be within
reasonable proximity to the closed school• Office for Civil Rights Technical Assistance
Module – Struggling Schools and School Closure Issues: An Overview of Civil Rights Considerations.
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FISCAL YEAR 2014
CHANGES TO THE SIG PROGRAM
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New SIG Requirements
Incorporated FY 14 appropriation language Added new models
Allowing States to propose a new model Allowing districts to implement a model with at
least moderate level of evidence of effectiveness Allowed Rural districts to make
modifications Allowed States to make grants to districts
for up to 5 years.
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SCHOOL IMPROVEMENT
GRANT
NEW MODELS
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SIG REQUIREMENTSEVIDENCE-BASED, WHOLE SCHOOL REFORM MODEL
Supported by evidence of effectiveness, include at least one study of the model that- Meet What Works Clearinghouse
evidence standards with or without reservations
Is a whole-school reform model as defined by requirements; and
Is implemented by the LEA in partnership with a whole-school reform model developer as defined in these requirements.
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SIG REQUIREMENTSEVIDENCE-BASED, WHOLE SCHOOL REFORM MODEL
Whole-school reform model -means a model that is designed to Improve student academic achievement Implemented for all students in a school; and Address, at a minimum and comprehensively, each
of the following: School Leadership Teaching and learning in at least one full academic
content area Student non-academic support Family and community engagement
Developer -an entity or individual that a. Maintains proprietary rights for the model; or b. If no entity or individual maintains proprietary
rights for the model, has a demonstrated record of success in implementing a whole-school reform model and is selected through a rigorous review process
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SIG REQUIREMENTSOffer full-day kindergartenEstablish or expand a high-quality preschool
program (as defined in requirements)Provide educators, including preschool teachers,
with time for joint planning across grades to facilitate effective teaching and learning and positive teacher-student interactions
Replace the principal who led the school prior to commencement of the early learning model
Early Learning Model
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SIG REQUIREMENTSImplement rigorous, transparent, and equitable evaluation
and support systems for teachers and principalsUse the teacher and principal evaluation and support
system to identify and reward school leaders, teachers, and other staff who, in implementing this model have increased student achievement and identify and remove those who, after ample opportunities have been provided for them to improve their professional practice, have not done so
Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions designed to recruit, place, and retain staff
Early Learning Model (Cont’d)
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SIG REQUIREMENTSProvide high-quality, job-embedded professional
developmentUse data to identify and implement instructional
programs that: Research-based, developmentally appropriate, and
vertically aligned from one grade to the next matching State early learning and development standards and State academic standards
Promote the full range of academic content across domains of development, including math and science, language and literacy, socio-emotional skills, self regulation, and executive functions
Early Learning Model (Cont’d)
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SIG REQUIREMENTSAPPROVED STATE-DETERMINED MODEL
SEA may submit one state-determined intervention model
Must be a whole school reform model
Whole-school reform model means a model that is designed to Improve student academic achievement; Be implemented for all students in a
school; and Address, at a minimum and in a
comprehensive and coordinated manner, each of the following: School leadership Teaching and learning in at least one full
academic content area Student non-academic support Family and community engagement
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SIG REQUIREMENTSRURAL MODIFICATION
LEAs must qualify under the U.S. Department of Education’s REAP program
SEAs are to approve modification
Modification must meet intent and purpose
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SIG REQUIREMENTSEXTENDING GRANT LIFE: 5 YEAR GRANTS – MAY NOT EXCEED FIVE YEARS
Allows for a planning year for 1 year
Still requires 3 years of full implementation
Up to 2 years for sustainability activities
SEAs Discretion in approving
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SIG REQUIREMENTSOTHER NOTABLE CHANGES
Language alignment to include priority and focus schools
Enhanced the review and monitoring of external providers (also clarified the review of providers)
Added LEA requirement to monitor and support implementation
Modified the teacher and principal requirement
Reporting Changes (i.e., rural school with modified model, distribution of teachers by performance level on LEA’s teacher evaluation system