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Final Title I School Improvement Grant (SIG) Requirements and Application Procedure

For application and details: http://www.ed.gov/programs/sif/applicant.html

Application Deadline:          February 8, 2010

SEA Requirements

  1. ELIGIBLE SCHOOLS.  Provide a list, by LEA name and NCES ID #, of each school designated as Tier I, Tier II, and Tier III in the state.
  2. EVALUATION CRITERIA.  Provide the criteria to be used to evaluate the LEA’s application for a SIG grant.
  3. CAPACITY.  Explain how SEA will evaluate whether an LEA lacks capacity to implement a SIG model in each Tier I school. 
  4. DESCRIPTIVE INFORMATION.  Describe process and/or timeline for: approving LEA applications, reviewing LEA annual goals, monitoring LEA progress, determining annual LEA grant renewal, distributing funds if not enough funds to serve all eligible schools for which LEAs apply, determining whether Tier I or Tier II schools should receive <500K, prioritizing Tier III schools, identifying schools and intervention model subject to SEA takeover, and identifying schools subject to direct SEA assistance (and verify intervention model and LEA approval).
  5. ASSURANCES.  Provide assurances related to general compliance, awarding funds to LEAs, using FY 2009 and 2010 SIG appropriations toward ARRA SIG goals, holding charter schools accountable for results, monitoring LEA implementation, posting LEA applications and results on web site, reporting certain school data.
  6. SEA RESERVATION.  Describe admin/eval/tech assistance activities and expenses at state level for which SEA may reserve up to 5 percent of SIG funds. 
  7. CONSULTATION WITH STAKEHOLDERS.  Attest that SEA has consulted with Committee of Practitioners and other stakeholders under ESEA Section 1903(b).
  8. HWAIVERS.  Describe waivers sought, including to extend period of available funds beyond 2013, allow turnaround or restart to “start over” in ESEA timeline, waive 40 percent poverty rule for Tier I schools, and allow use of SIG for Tier II schools.

 

LEA Requirements

The following must be included in the application to LEAs:

  1. IDENTIFY SCHOOLS TO BE SERVED (Tiers I, II and III) AND INTERVENTION MODEL (Tiers I and II)
  2. PROVIDE DESCRIPTIVE INFORMATION related to needs of schools to be served, why not all Tier I schools will be served (if applicable), Tier III plans (if any), intervention models selected, capacity, resources, implementation, external resources and providers, sustainability, annual goals, LEA consult with stakeholders during application and implementation phases.
  3. PROVIDE BUDGET for amount of SIG funds LEA will use annually in each Tier I, II and III school it commits to serve. 
  4. PROVIDE ASSURANCES related to overall implementation, establishing annual goals and measuring progress, “restart” or charter school/CMO/EMO accountability, providing certain school data.
  5. INDICATE WHICH SEA WAIVERS THE LEA INTENDS TO USE.  See above (SEA REQUIREMENTS).  LEA may submit the waiver request directly to the Secretary if SEA has not applied for a waiver on its behalf

 

Basic Program Outline and Important Points


THE FOUR INTERVENTION MODELS

REQUIRED LEA Activities

TURN-AROUND

TRANS-FORMA-TION

RESTART

CLOSURE

Replace Principal (except those hired previously as part of turnaround or transformation effort)

 

 

Operational flexibility (calendar, time, budget, staffing)

 

 

Replace >50% of Staff using “locally adopted competencies”

 

 

 

Close & reopen under Charter School Operator/CMO/EMO

 

 

 

Close the school and send students to nearby schools - including but not limited to charter schools or new schools

 

 

 

Rigorous, transparent and equitable teacher and leader evaluation systems using student growth in significant part AND other measures AND designed with teacher/leader input

permissible

 

 

Identify/reward effective & remove ineffective personnel

permissible

 

 

High-quality, job-embedded, instructionally aligned professional development

 

 

Financial incentives, career opportunities and flexible work conditions

 

 

New governance structure

permissible

 

 

Instructional reform

 

 

Student data reform

 

 

Increased learning time

 

 

Socio-emotional and community supports

 

 

 

Ongoing family and community engagement

permissible

 

 

Ongoing intensive technical assistance from LEA, SEA or external partner

permissible

 

 

 


THE FOUR INTERVENTION MODELS

PERMISSIBLE Activities*

TURN-AROUND

TRANS-FORMA-TION

RESTART*

CLOSURE

New school model (e.g. themed, dual language)

see below re:“the-matic learning  academies”

 

 

Additional compensation to attract and retain staff

 

 

System to measure impact of professional development

 

 

Ensure that school is not required to accept teacher without mutual consent of teacher and principal regardless of teacher seniority

 

 

Periodic reviews of curriculum

 

 

Response to Intervention model

 

 

Additional supports to address students with disabilities and English language learners

 

 

Using and integrating educational technology

 

 

Increasing opportunities for advanced coursework, AP, IB, STEM, early college, dual enrollment, thematic learning academies

 

 

Summer transition or freshman academies (middle to high school)

 

 

Graduation rate improvement reforms

 

 

Early warning systems for at-risk youth

 

 

Partner with organizations, clinics, agencies, etc to meet students’ social, emotional, health needs

 

 

Extend or restructure school day

 

 

Implement approaches to improve school climate and discipline

 

 

Full-day kindergarten or pre-K

 

 

Per-pupil school-based budget formula weighted by student needs

 

 

* Many strategies listed as “permissible” for turnaround and transformation schools above may theoretically be used in the restart model as well; however, because the Department’s final notice does not explicitly list those strategies as “permissible” under restart as it does for the other two models, they are not checked () in the restart column; similarly,  the final notice does not list required or permissible activities for schools receiving students from schools that shut down under the “closure” model.

 

 

Persistently lowest-achieving schools means, as determined by the State—

(a)(1)  Any Title I school in improvement, corrective action, or restructuring that--

(i)  Is among the lowest-achieving five percent of Title I schools in improvement, corrective action, or restructuring or the lowest-achieving five Title I schools in improvement, corrective action, or restructuring in the State, whichever number of schools is greater; or

(ii)  Is a high school that has had a graduation rate as defined in 34 CFR 200.19(b) that is less than 60 percent over a number of years; and

(2)  Any secondary school that is eligible for, but does not receive, Title I funds that--

(i)  Is among the lowest-achieving five percent of secondary schools or the lowest-achieving five secondary schools in the State that are eligible for, but do not receive, Title I funds, whichever number of schools is greater; or

(ii)  Is a high school that has had a graduation rate as defined in 34 CFR 200.19(b) that is less than 60 percent over a number of years.

(b)  To identify the lowest-achieving schools, a State must take into account both--

(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; and

(ii)  The school’s lack of progress on those assessments over a number of years in the “all students” group.

 

THE THREE TIERS

(a)  Tier I schools:  A Tier I school is a Title I school in improvement, corrective action, or restructuring that is identified by the SEA under paragraph (a)(1) of the definition of “persistently lowest-achieving schools.”

(b)  Tier II schools:  A Tier II school is a secondary school that is eligible for, but does not receive, Title I, Part A funds and is identified by the SEA under paragraph (a)(2) of the definition of “persistently lowest-achieving schools.”

(c)  Tier III schools:  A Tier III school is a Title I school in improvement, corrective action, or restructuring that is not a Tier I school.  An SEA may establish additional criteria to use in setting priorities among LEA applications for funding and to encourage LEAs to differentiate among these schools in their use of school improvement funds.