Funding: School Improvement Funds

Educators in a meeting

ScholarCentric

Success Highways has helped me change my attitude on how I think about school.”

- Roosevelt High School Student, San Antonio, TX

What are School Improvement Grants (SIG)?
In conjunction with Title I funds for school improvement, SIG funds are used to improve student achievement in Title I schools identified for improvement, corrective action, or restructuring so as to enable those schools to make adequate yearly progress (AYP) and exit improvement status. A Local Educational Agency’s (LEA’s) total SIG grant may not be less than $50,000 or more than $200,000 per year for each school it commits to serve.

How is SIG funding distributed?
States must submit a State plan for approval from the U.S. Department of Education to support Tier I: Title I schools in improvement, corrective action, or restructuring, Tier II: secondary schools that are eligible for, but do not receive Title I, Part A funds, and Tier III: schools that are eligible for Title I, Part A funds and have not made AYP for at least two years or are in the lowest quintile of performance and is not in Tier I or Tier II categories. The State must identify the lowest-achieving 5% of schools based on proficiency and any high school that has had a graduation rate below 60% over a number of years and is not captured within the lowest 5%.

How can SIG funding be used?
LEAs receiving SIG must assure that it will implement fully and effectively one of the following interventions:

  • Turnaround model – replace the principal, rehire no more than 50% of the staff, give the new principal the autonomy, provide job-embedded professional development, use data to identify and implement research-based programs aligned to state standards, promote the continuous use of data to differentiate instruction, and implement strategies that increase learning time.
  • Restart model – convert a school or close and reopen a school under a charter school operator, a charter management organization, or an education management organization.
  • School closure – close a school and enroll students in other schools in the LEA.
  • Transformation model – develop and increase teacher and leader effectiveness, provide job-embedded professional development, implement strategies for educator promotion and career growth, implement researchbased programs, promote continuous use of data to differentiate instruction, implement response-to-intervention models, improve the transition from middle to high school, increase graduation rates, establish early-warning systems, increase learning time, and other related strategies.

What ScholarCentric solutions can be part of a SIG program?
ScholarCentric’s middle and high school materials, technology, and services align well with SIG funding in the following
categories: implement research-based assessments and curriculum, provide job-embedded professional development,
use data to differentiate instruction, establish early-warning systems, adopt response-to-intervention models, improve
the transition from middle to high school, increase graduation rates, and extend learning time.

The Success Highways Resiliency Curriculum develops the critical resiliency skills that are scientifically linked to improved student engagement, achievement, and graduation rates. Using Success Highways early-warning assessments, educators can identify which students are at risk of academic failure and/or dropping out and why they struggle. With Success Highways Resiliency Curriculum, teachers can assure that all students gain or maintain the ability to succeed in school.

ScholarCentric’s professional development services are designed to facilitate the creation of a district- or school-wide culture of resiliency. On-site or online sessions provide educators with the knowledge, skills and confidence to use resiliency data and teach the six skills that can dramatically impact student performance.

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