Guidance on School Improvement Grants Under Section 1003(g) of the Elementary and Secondary Education Act of 1965. Revised PDF Download
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Author: Office of Elementary and Secondary Education (ED) Publisher: ISBN: Category : Languages : en Pages : 78
Book Description
The School Improvement Grants (SIG) program is authorized by section 1003(g) of the Elementary and Secondary Education Act of 1965 (ESEA). Under section 1003(g)(1) of the ESEA, the Secretary must "award grants to States to enable the States to provide subgrants to local educational agencies for the purpose of providing assistance for school improvement consistent with section 1116." From a grant received pursuant to that provision, a State educational agency (SEA) must subgrant at least 95 percent of the funds it receives to its local educational agencies (LEAs) for school improvement activities. In awarding such subgrants, an SEA must "give priority to the local educational agencies with the lowest-achieving schools that demonstrate: (1) the greatest need for such funds; and (2) the strongest commitment to ensuring that such funds are used to provide adequate resources to enable the lowest-achieving schools to meet the goals under school and local educational improvement, corrective action, and restructuring plans under section 1116." The regulatory requirements expand upon these provisions, further defining LEAs with the "greatest need" for SIG funds and the "strongest commitment" to ensuring that such funds are used to raise substantially student achievement in the persistently lowest-achieving schools in the State. This guidance includes revisions and additional questions to previously published guidance reports.
Author: Office of Elementary and Secondary Education (ED) Publisher: ISBN: Category : Languages : en Pages : 78
Book Description
The School Improvement Grants (SIG) program is authorized by section 1003(g) of the Elementary and Secondary Education Act of 1965 (ESEA). Under section 1003(g)(1) of the ESEA, the Secretary must "award grants to States to enable the States to provide subgrants to local educational agencies for the purpose of providing assistance for school improvement consistent with section 1116." From a grant received pursuant to that provision, a State educational agency (SEA) must subgrant at least 95 percent of the funds it receives to its local educational agencies (LEAs) for school improvement activities. In awarding such subgrants, an SEA must "give priority to the local educational agencies with the lowest-achieving schools that demonstrate: (1) the greatest need for such funds; and (2) the strongest commitment to ensuring that such funds are used to provide adequate resources to enable the lowest-achieving schools to meet the goals under school and local educational improvement, corrective action, and restructuring plans under section 1116." The regulatory requirements expand upon these provisions, further defining LEAs with the "greatest need" for SIG funds and the "strongest commitment" to ensuring that such funds are used to raise substantially student achievement in the persistently lowest-achieving schools in the State. This guidance includes revisions and additional questions to previously published guidance reports.
Author: Office of Elementary and Secondary Education (ED) Publisher: ISBN: Category : Languages : en Pages : 105
Book Description
The School Improvement Grants (SIG) program is authorized by section 1003(g) of the Elementary and Secondary Education Act of 1965 (ESEA). Under section 1003(g)(1) of the ESEA, the Secretary must award grants to States to enable the States to provide subgrants to local educational agencies for the purpose of providing assistance for school improvement consistent with section 1116. From a grant received pursuant to that provision, a State educational agency (SEA) must subgrant at least 95 percent of the funds it receives to its local educational agencies (LEAs) for school improvement activities. In awarding such subgrants, an SEA must give priority to the local educational agencies with the lowest-achieving schools that demonstrate: (1) the greatest need for such funds; and (2) the strongest commitment to ensuring that such funds are used to provide adequate resources to enable the lowest-achieving schools to meet the goals under school and local educational agency improvement, corrective action, and restructuring plans under section 1116. The regulatory requirements implement these provisions, defining LEAs with the-greatest need for SIG funds and the strongest commitment to ensure that such funds are used to raise substantially student achievement in the persistently lowest-achieving schools in the State. This guidance contains many of the same questions as the FY 2009 guidance but focuses on implementation of the SIG program using FY 2010 funds and FY 2009 carryover funds. New questions were added for this guidance.
Author: The Law The Law Library Publisher: Createspace Independent Publishing Platform ISBN: 9781723570988 Category : Languages : en Pages : 66
Book Description
School Improvement Grants - Final Requirements (US Department of Education Regulation) (ED) (2018 Edition) The Law Library presents the complete text of the School Improvement Grants - Final Requirements (US Department of Education Regulation) (ED) (2018 Edition). Updated as of May 29, 2018 The Assistant Secretary for Elementary and Secondary Education adopts final requirements for the School Improvement Grants (SIG) program, authorized under section 1003(g) of title I of the Elementary and Secondary Education Act of 1965, as amended (ESEA). These final requirements make changes to the current SIG program requirements and implement language in the Consolidated Appropriations Act, 2014, that allows local educational agencies (LEAs) to implement additional interventions, provides flexibility for rural LEAs, and extends the grant period from three to five years. Additionally, the final requirements make changes that reflect lessons learned from four years of SIG implementation. This book contains: - The complete text of the School Improvement Grants - Final Requirements (US Department of Education Regulation) (ED) (2018 Edition) - A table of contents with the page number of each section
Author: National Archives and Records Administration Publisher: ISBN: Category : Languages : en Pages : 29
Book Description
The Assistant Secretary for Elementary and Secondary Education adopts final requirements for the School Improvement Grants (SIG) program, authorized under section 1003(g) of title I of the Elementary and Secondary Education Act of 1965, as amended (ESEA). These final requirements make changes to the current SIG program requirements and implement language in the Consolidated Appropriations Act, 2014, that allows local educational agencies (LEAs) to implement additional interventions, provides flexibility for rural LEAs, and extends the grant period from three to five years. Additionally, the final requirements make changes that reflect lessons learned from four years of SIG implementation. This regulatory action is authorized by the Consolidated Appropriations Act, 2014, and 20 U.S.C. 6303(g). These requirements are effective March 11, 2015. [Docket ID ED-2014-OESE-0079; CFDA Number: 84.377A].
Author: The Law The Law Library Publisher: Createspace Independent Publishing Platform ISBN: 9781723570926 Category : Languages : en Pages : 86
Book Description
School Improvement Grants - American Recovery and Reinvestment Act of 2009 (ARRA) - Title I of the Elementary and Secondary Education Act of 1965 (US Department of Education Regulation) (ED) (2018 Edition) The Law Library presents the complete text of the School Improvement Grants - American Recovery and Reinvestment Act of 2009 (ARRA) - Title I of the Elementary and Secondary Education Act of 1965 (US Department of Education Regulation) (ED) (2018 Edition). Updated as of May 29, 2018 The U.S. Secretary of Education (Secretary) issues final requirements for School Improvement Grants authorized under section 1003(g) of Title I of the ESEA, and funded through both the Department of Education Appropriations Act, 2009 and the ARRA. The final requirements govern the process that a State educational agency (SEA) uses to award school improvement funds to local educational agencies (LEAs) with the persistently lowest-achieving Title I schools that demonstrate the greatest need for the funds and the strongest commitment to use those funds to raise substantially the achievement of the students attending those schools. Under the final requirements, an LEA may also use school improvement funds to serve persistently lowest-achieving secondary schools that are eligible for, but do not receive, Title I funds and Title I schools in improvement, corrective action, and restructuring that are not among the persistently lowest-achieving schools. The final requirements require an SEA to award school improvement funds to eligible LEAs in amounts sufficient to enable the persistently lowest-achieving schools to implement one of four specific school intervention models. This book contains: - The complete text of the School Improvement Grants - American Recovery and Reinvestment Act of 2009 (ARRA) - Title I of the Elementary and Secondary Education Act of 1965 (US Department of Education Regulation) (ED) (2018 Edition) - A table of contents with the page number of each section
Author: Academic Development Institute Publisher: ISBN: Category : Languages : en Pages : 228
Book Description
The purpose of this "Handbook" is to bolster the effective implementation of the intervention models and strategies outlined in the "2010 School Improvement Grant" (SIG) program--section 1003(g) of the Elementary and Secondary Education Act (ESEA)--in order to achieve the program's clear goal--rapid improvement of persistently low-achieving schools. The "Handbook" offers succinct and practical explanations of the SIG's required and recommended models and strategies, references to the underlying research, and connections to useful resources. The intended audience for this "Handbook" includes: (1) state education agencies (SEAs); (2) local education agencies (LEAs); (3) charter management organizations (CMOs); (4) education management organizations (EMOs); (5) organizational partners engaged in school improvement; and (6) schools engaged in rapid improvement. The "Handbook" is organized into two parts. Part I frames the purposes of the School Improvement Grants, to classify schools within performance strata and identify the "persistently low-achieving" schools, and offers a framework for diagnosing a school's performance and practice in order to target interventions and supports for rapid improvement. Part II itemizes more than 50 strategies relevant to the School Improvement Grants, connects the strategies with research, cites available resources, and offers action principles for the SEA, the LEA, and the school. Appended to the "Handbook" are: (1) Federal Guidance A:15; (2) Indicators of Effective Practice (School) (CII); (3) Indicators of Effective Practice (District) (CII); (4) Indicators of Effective Practice (Rapid Improvement Leader) (CII); and (5) Eight Elements of High School Improvement (NHSC). (Individual chapters contain references and resources.).
Author: Jonathon Lachlan-Hache Publisher: ISBN: Category : Languages : en Pages : 43
Book Description
The School Improvement Grant (SIG) program, initially enacted as part of the "No Child Left Behind" amendments to the Elementary and Secondary Education Act, underwent a substantial transformation under the American Recovery and Reinvestment Act of 2009. Under the new program, states identified 2,172 persistently low-achieving schools nationally (Tier I and Tier II schools) and 12,947 low-achieving Tier III schools. The numbers of identified schools that were urban, poor, and enrolling high-minority populations were greater than national averages, and a high proportion of SIG-eligible schools were in districts that are members of the Council of the Great City Schools and were surveyed as part of this study. The "Round One" award process (grants that began in the 2010-11 school year) resulted in 831 Tier I and Tier II schools nationwide receiving awards for school improvement. The average grant award was $2.54 million across three years. Only 416 Tier III schools were awarded SIG funds, however, with an average award of $520,000. In Council districts, 298 Tier I and Tier II schools received an average award of $2.87 million (not including schools pursuing the closure model), and 91 Tier III schools received an average award of $366,000. Responses to the Council's survey also indicated that approximately one third of Tier I and II schools awarded SIG grants saw their three-year awards reduced by an average of $763,000 per school from the amounts for which they applied. Eighteen percent of Tier I and Tier II schools in responding districts that applied for SIG grants did not receive any funding. The most commonly used model nationwide among the four allowable options was the transformation model, which was used by 74 percent of SIG-awarded schools across the country. Some 20 percent of schools used the turnaround model. Survey responses from the Great City Schools indicated that only 54 percent of urban schools awarded SIG grants used the transformation model, while 36 percent of SIG-awarded schools used the turnaround model. Relatively few Great City Schools opted for the restart or closure models. The lack of timeliness in the first round of the SIG grants caused some problems for urban school districts pursuing reforms, according to survey responses. Some 26 percent of survey respondents indicated that award announcements were not made until after August, when the school year typically starts, and another 43 percent did not receive initial award announcements until July or August, after the regular Title I plans were due to the state and mere weeks before the beginning of the school year. For each of the six sample reform tasks listed in the survey, between 40 percent and 58 percent of respondents said they did not have "sufficient time to effectively plan and implement" each task. Information from the survey on previous school-turnaround efforts in urban schools suggest that most if not all of the components of the four turnaround models can be effective, although their configuration, timing, and implementation are key to successful reform work. The most common challenges to the school turnaround process involved removing ineffective teachers; facing community resistance to closing schools; recruiting high-quality, reform-oriented teachers for these challenging schools; and having adequate school-level and district-level resources in place to effectively bring about a school turnaround. The SIG program appears to be an important tool in helping districts address these issues, according to survey respondents. Appended are: (1) Tier I and Tier II Schools by District; (2) Partners in School Turnaround; and (3) Useful Tools and Resources on School Turnarounds. (Contains 18 tables, 10 figures and 11 footnotes.).
Author: Office of Elementary and Secondary Education (ED)
Author: Office of Elementary and Secondary Education (ED)
Author: Office of Elementary and Secondary Education (ED)
Author: The Law The Law Library
Author: National Archives and Records Administration
Author: The Law The Law Library
Author: Academic Development Institute
Author: United States. Office of Education
Author: Jonathon Lachlan-Hache
Author: United States. Office of Education
Author: James Harrison Sutherland