School Improvement Grants (SIG)
Title I §1003(g)
Grant Writing Workshop
West Virginia Department of Education
Division of Educator Quality & System Support
Office of Federal Programs
Office of School Improvement
January 29, 2014
1
Webinar Review
• SIG Title I - 1003(g) background
documents
• Eligible schools
• SEA allocation of funds
• SIG Intervention Models
• SEA and LEA roles
• Timeline
SIG Title I - 1003(g)
Background Documents
• USDE Guidance
http://www2.ed.gov/programs/sif/index.html
– Technical Assistance
– Information for Grantees
• WVDE Guidance
–
–
–
–
SEA Application
LEA Application
List of Eligible School
Webinar and Workshop presentations
3
FY13 Eligible SIG Schools
DISTRICT
SCHOOL
DISTRICT
SCHOOL
Barbour
Philippi Middle
Logan
Buffalo Elementary
Barbour
Junior Elementary
Logan
Man Senior High
Berkeley
Burke Street Elementary
Logan
Chapmanville Senior High
Braxton
Braxton County High
Mercer
Spanishburg School
Cabell
Peyton Elementary
Preston
Tunnelton-Denver Elementary
Fayette
Ansted Elementary
Summers
Summers County High
Fayette
Collins Middle
Taylor
Anna Jarvis Elementary
Grant
Union Educational Complex
Wayne
East Lynn Elementary
Hampshire
Hampshire Senior High
Wayne
Wayne Middle
Kanawha
West Side Elementary
Webster
Webster County High
Kanawha
J E Robins Elementary
Webster
Glade Middle
Lincoln
Lincoln County High
Wood
Jefferson Elementary Center
Lincoln
Midway Elementary
4
Allocation of Funds
• Federal FY2013 SIG funding will be received by
the WVDE by April 2014.
• It will be awarded to selected LEAs/Priority
schools by the end of May 2014 to begin preimplementation activities.
• Funding will be available for:
 2014-15
 2015-16
 2016-17
5
Allocation of Funds (2)
• All grants will be targeted for schools; LEA
applications will not be funded in this funding
cycle
• Selection of schools will be done through a
competitive application process
• Annual budgets can range from $50,000-$2M
per school
6
Allocation of Funds (3)
• Based on WV’s availability of $3,189,829 for
the three year period, funding level
expectations are as follows:
 3-5 schools will be funded
 Annual school budgets should range between
$200,000 and $400,000
 All budgets are subject to negotiation
7
SEA Role
• Write and submit the application to ED to receive the
1003(g) funds
• Establish criteria related to the overall quality of the LEA’s
application and to the LEA’s capacity to implement fully and
effectively the required interventions
• Select SIG grantees and issue grant awards
• Monitor the LEA’s implementation of interventions in and
the progress of its participating schools
• Hold each SIG funded school accountable annually for
meeting, or being on track to meet, the LEA’s student
achievement goals
LEA Role
• Submit a competitive application to the SEA for the 1003(g)
school improvement funds
• Implement one of the four models in the Priority school(s) it
has agreed to serve through its application
• Provide adequate resources to each Priority school it
commits to serve in order to implement fully one of the four
proposed interventions
• Establish three-year student achievement goals in
reading/language arts and mathematics and hold each
funded Priority school accountable annually for meeting, or
being on track to meet, those goals
Reporting & Evaluation
• For schools receiving SIG funds, LEAs/schools will
be required to report annual, school-level data on
outcome measures and leading indicators
• Required Priority school reporting and monitoring
will meet most of these requirements
• USDE reserves the right to require additional
information at anytime throughout the funding
period
Timeline
Dec 2013January 2014
Submit SEA
application
Provide webinar
to LEA leaders
with eligible
schools
Provide an
application
workshop for
LEA/school
representatives
January 29, 2014
February 2014
Provide technical
assistance with
the application
Receive LEAs
applications - due
to SEA February
19, 2014
Conduct
clarification
interviews
February 26-27,
2014
May 2014 –
September 2017
March – April
2014
Review LEA
applications
Award LEA grants
Implement SIG
interventions in
selected schools
Receive technical
assistance from
WVDE School
Improvement
Coordinators
Monitor and
report progress
SIG Intervention Models
School closure
Turnaround
Restart
Transformation
School Closure and
Turnaround
West Virginia Applicability
• School closure and the turnaround intervention
options are complicated by the rural nature of the
state
– More than half of all West Virginia schools are in rural areas
– Approximately 40 percent of students statewide are from rural areas,
more than double the national average of 19.4 percent
– 25 of the 55 districts in West Virginia support only one high school
– It is not realistic to replace the principal and more than fifty percent of
the staff in districts that are currently struggling to fill all of their
teaching positions with highly qualified teachers
Restart
This option is not currently an option in WV
because there is not a charter school law.
If a charter school law would pass in WV, this
could be an optional SIG intervention in the
future.
Transformation
The Transformation model is applicable in WV…
Under SIG’s transformation model, a school is
required to implement all of the following four
strategies:
Transformation (2)
•
•
•
•
•
Developing Teacher and School Leader Effectiveness
Use rigorous, transparent and equitable evaluation systems
that take into account data on student growth
Identify and reward school leaders, teachers, and other staff
who have increased student achievement and the graduation
rate
Replace the principal who led the school prior to
commencement of the transformation model
Provide relevant, ongoing, high-quality job-embedded
professional development
Implement strategies designed to recruit, place, and retain
high-quality staff
Transformation (3)
Implementing Comprehensive Instructional Reform Strategies
• Use data to identify and implement comprehensive, researchbased, instructional programs that are vertically aligned from
one grade to the next as well as aligned with State academic
standards
• Promote the continuous use of student data to inform and
differentiate instruction to meet students’ needs
Transformation (4)
Extending Learning Time and Creating
Community-Oriented Schools
• Provide more time for students to learn core academic
content by expanding the school day, the school week, or
the school year, and increasing instructional time for core
academic subjects during the school day
• Provide more time for teachers to collaborate
• Provide more time for enrichment activities for students
• Provide ongoing mechanisms for family and community
engagement
Transformation (5)
Providing Operating Flexibility and Sustained Support
• Give the school sufficient operating flexibility (including in
staffing, calendars/time, and budgeting) to implement fully a
comprehensive approach to substantially improve student
achievement outcomes
• Ensure that the school receives ongoing, intensive technical
assistance and related support from the LEA, the SEA, or a
designated external lead partner organization (such as a
school turnaround organization or an EMO).
Application
Excel Spreadsheet format
• Cover page
• Part A: Schools to be Served
• Part B: Descriptive Information (including
District Capacity Index)
• Part C: Budget Directions
• Individual School Budgets (Total will calculate
automatically)
• Assurances
20
Application Cover
Part A
Part B
Part B
Poor
Satisfactory
Commendable
1 point
2 points
3 points
LEA governance
State takeover district
Limited SEA intervention
No SEA intervention
Title I audit reports
Findings in areas requiring a repayment of
funds
Findings in areas noted-repayment of
funds not required
No findings in the fiscal area
Approval of the district strategic plan by
OEPA
Not approved by OEPA
Approved by OEPA with revisions
Approved by OEPA without revisions
Criteria
Points Earned
A critical mass of staff has begun to
The LEA has not yet begun to address the
The practice of PLCs is deeply embedded
engage in PLC practice. Members are
practice of a PLC or an effort has been
in the culture of the LEA. It is a driving
Development of schools as professional
being asked to modify their thinking as
made to address the practice of PLCs, but
force in the daily work of the schools. It is
learning communities
well as their traditional practice.
has not yet begun to impact a critical mass
deeply internalized and schools would
Structural changes are being met to
of staff members.
resist attempts to abandon the practice.
support the transition.
Identification of district leadership team
and assignment of responsibilities
No district leadership team nor identified Lacks specific identification of personnel
A specific district leadership team is
person assigned for monitoring
for the district leadership team and for
identified and one or more persons are
implementation
monitoring implementation.
assigned for monitoring implementation.
Total Points
District Capacity
0
Part B
Part B
Part B
Part C
Part C
Part C
Part D
Selection Criteria
The following criteria will be utilized to rank
applications:
• a total score of eleven or more points on the
capacity index
• Higher point totals received on the Descriptive
Narrative for alignment between diagnostic
recommendations and goals
• Complete and accurate budgets
• Completion of all assurance statements
Questions
WVDE Contacts
Office of Federal Programs
Melanie Purkey mpurkey@access.k12.wv.us
Office of School Improvement
Mickey Blackwell mblackwell@access.k12.wv.us
Your assigned School Improvement Coordinator