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SIG Intervention Models
School Improvement Grants under section 1003(g) of the ESEA 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. In their application to the U.S. Department of Education, the state education agencies (SEAs) developed a definition of persistently lowest-achieving (PLA) schools and identified schools matching that definition.
The districts with identified schools are responsible for selecting and implementing one of four intervention models that have the greatest potential to dramatically improve outcomes for students attending the school. The four intervention models are restart, school closure, transformation, and turnaround.
Each intervention model and associated resources can be found by clicking on the tabs above.
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Breaking the Habit of Low Performance: Successful School Restructuring Stories This report examines five schools that successfully restructured. By current accountability standards, these schools had long-documented histories of poor performance and failed efforts to improve. At each of these schools, multiple factors enabled them to kick the low-performance habit. The report looks at what these schools have done differently from the thousands of schools that languish in improvement status as well as what actors intervened to catalyze, change, or create an environment conducive to improvement. |
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Charting a Clear Course: A Resource Guide for Building Successful Partnerships Between Charter Schools and School Management Organizations This resource guide is the second edition of Charting a Clear Course and is the product of extensive discussions among charter school founders, charter support and school management organizations, and chartering authorities on how best to support the growing role of contracted management in charter schools. The guide aims to help charter school boards structure stable, productive relationships with school management organizations and identifies key issues, highlights options, and presents questions to consider. |
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Exploring the Pathway to Rapid District Improvement The Center on Innovation and Improvement's report describing a framework for district capacity building and improvement is now available. Through the use of two illustrative case stories, the publication explores how districts can engage in rapid and sustainable improvement efforts. Included in the report is a summary of issues for consideration by states and districts focused on creating the conditions necessary to catalyze rapid and sustainable district improvement. |
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Handbook on Effective Implementation of School Improvement Grants The Center on Innovation and Improvement with contributions from the Assessment and Accountability Comprehensive Center, Center on Instruction, National Comprehensive Center for Teacher Quality, and National High School Center has released a handbook intended as an aid to the successful implementation of the School Improvement Grants (SIG) and help in achieving rapid improvement of schools that are persistently low-achieving. The Handbook is organized into two parts. Part I frames the purposes of the School Improvement Grants, provides guidance for SEAs 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. |
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Handbook on Restructuring and Substantial School Improvement The Center on Innovation & Improvement has recently the Handbook on Restructuring and Substantial School Improvement. The Handbook's purpose is to assist states, districts, and schools in establishing policies, procedures, and support to successfully restructure schools. The Handbook is organized into three sections:
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Handbook on Statewide Systems of Support The purposes of this Handbook are to survey the research related to statewide systems of support, to present the experience and insights of educational leaders in how such support can best be conducted, and to derive actionable principles for improving schools. It is intended for use not only by the staff of the U.S. Department of Education-sponsored Regional Centers that serve state department staff, but also by the staff of school districts and schools. |
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Leading Indicators of School Turnarounds: How to Know When Dramatic Change is on Track University of Virginia's Darden/Curry Partnership for Leaders in Education released a report summarizing the research and experience from other settings in which leaders have long relied on leading indicators to enhance the likelihood of success. From these lessons, the authors identify key principles and processes to guide the design and use of leading indicators in education. They also present a starting list of leading indicators and a proposed monitoring timetable for district, state, and other education leaders to use in turnaround schools. |
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Levers for Change: Pathways for State-to-District Assistance in Underperforming School Districts The Center for American Progress released a report outlining reasons why state interventions fail in low performing school districts. The report states the need for new approaches and identifying levers that can facilitate change in school districts. |
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ResourceCheck Education Resource Strategies has updated their online tool designed to help districts identify/align the resources needed to support transformational strategies. "This web-based tool is designed to help you dive into the transformational strategies that lead to better resource use. ResourceCheck asks you a series of questions, and then tallies and analyzes your responses to show how close you are to best practices and where you need improvement. ResourceCheck also links to resources to help you take action." |
| School Improvement Grants - LEA Webinars on the Intervention Models - Selecting the Intervention Model |
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School Restructuring What Works When: A Guide for Education Leaders Updated in 2009, this guide from the Center for Comprehensive School Reform and Improvement , reflects the best education and cross industry research on restructuring for chronically struggling schools. That research was compiled by Public Impact, an education policy and management consulting firm in Chapel Hill, North Carolina. |
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Selecting the Intervention Model and Partners/Providers for a Low-Achieving School A Decision-Making and Planning Tool for the Local Education Agency In response to the School Improvement Grants (SIG), the Center on Innovation and Improvement has released a tool aiding local education agencies (LEA) in assembling the necessary information and considering the essential questions to select an intervention model that has the greatest potential to dramatically improve outcomes for students attending a low-achieving school. The tool also helps the LEA select the strongest partners and service providers and take the first steps in setting performance expectations and implementing the intervention. |
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SIG Guidance (updated June 29, 2010) The final requirements for the SIG program, set forth in 74 FR 65618 (Dec. 10, 2009), and amended by the interim final requirements, set forth in 75 FR 3375 (Jan. 21, 2010) (final requirements), implement both the requirements of section 1003(g) of the ESEA and the flexibilities for the SIG program provided through the Consolidated Appropriations Act, 2010. The U.S. Department of Education has issued this guidance to provide assistance to SEAs, LEAs, and schools in implementing the final requirements. |
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The District Turnaround Office: A comprehensive support structure for struggling schools Mass Insight's School Turnaround Group recently released a publication providing districts with a fundamentally different organizational structure through which to execute school turnaround. The District Turnaround Office (DTO) is a new internal unit within a Local Education Agency (LEA) that manages and coordinates all district turnaround efforts. The DTO streamlines support from multiple offices, rather than creating additional bureaucracy, and ensures that low-performing schools are prioritized not only in talk but in action. This publication includes 1) an explanation of the DTO structure and functions, 2) detailed examples of DTO-like structures in five urban districts, and 3) key findings to inform this work in other districts. |
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The Mega System: Deciding. Learning. Connecting: A Handbook for Continuous Improvement Within a Community of the School The term "mega system" derives from a field research project at the Laboratory for Student Success at Temple University that studied comprehensive school reform. Comprehensive school reform moves a whole school forward by dramatically changing the way it operates. This is a big (mega) picture approach to school improvement, requiring coherence among many components in the way a system is a functioning whole with coherence among its parts. The handbook portrays the school as a system with many parts to be continuously engineered to precision rather than a static model to be replicated. The Mega System focuses on the internal operations of a school and the community of people who have every reason to provide the best possible education for the children in their midst. |
