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ESEA: Title I, School Improvement Grants

The School Improvement Grants (SIG) program is authorized by the Elementary and Secondary Education Act of 1965 (ESEA), currently known as the No Child Left Behind (NCLB) Act. SIG provides federal funding to improve student achievement in Title I schools identified for improvement, corrective action, or restructuring. The funding enables those schools to make Adequate Yearly Progress (AYP), under NCLB, and exit improvement status. All State Educational Agencies (SEAs), including Puerto Rico, receive SIG funding after submitting a federal application to the U.S. Department of Education (ED). States then hold competitive grants to award funding to Local Educational Agencies (LEAs) which rank their schools identified for improvement in three tiers:

  • Tier I: The lowest performing 5% of schools OR have 60% or lower graduation rates
  • Tier II: Secondary schools that are eligible for, but do not receive, Title I funding and have low performing scores
  • Tier III: All other schools in need of improvement, corrective action, or restructuring

Schools awarded SIG funding, must use one of four intervention models: 1.) Turnaround; 2.) Transformation; 3.) Restart; or 4.) Closure. CTB/McGraw-Hill solutions support each of the intervention models to help educators identify needs, define interim, benchmark, or formative performance of students, and designate goals and strategies to improve student and school performance.

Funding for school improvement includes a carry over, by states, of approximately $825 million in Fiscal Year (FY) 2009 funds, a $546 million appropriation for FY 2010, and $3 billion from the American Recovery and Reinvestment Act (ARRA). ED received $536 million for FY 2011 and requested $600 million for FY 2012.

CTB Products Meeting ESEA: Title I, School Improvement Grants Requirements
Download brochure detailing how each product meets ESEA: Title I, School Improvement Grants requirements. (PDF, 301 KB)

 

Requirements for FundingHow CTB Products Meet These Requirements

Promote continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction to meet the academic needs of individual students.

For 85 years, CTB/McGraw-Hill has been a leading publisher of innovative, valid, and reliable assessment solutions. The company's comprehensive assessments, instructional resources, and reporting systems help districts with schools in improvement to make AYP. Solutions include Acuity® InFormative Assessment™; Yearly ProgressProT™; TerraNova®, Third Edition; Writing Roadmap™; LAS Links®; and the CTB Online Reporting System.

Take into account data on student growth (defined in Final Regulations as "change in achievement for an individual student between two or more points in time").

CTB prepares students for NCLB testing with solutions that measure student growth through pre- and post-testing.

Implement a schoolwide Response to Intervention (RTI) model.

CTB products support RTI initiatives with a research-based suite of proven assessment solutions that span the three tiers of most intervention programs: Tier 1: universal screening and classroom intervention; Tier 2: progress monitoring and instructional resources; and Tier 3: highly targeted needs-based intervention.

  • Acuity Predictive Assessments provide support for Tier 1 and 2.
  • Writing Roadmap, a totally online writing solution, supports Tiers 1 and 2.
  • Yearly ProgressPro, an online progress monitoring solution, supports Tiers 2 and 3.

All products have professional development components as a cornerstone of raising student achievement and utilizing data to show student and school AYP improvement.

For more information, please visit the CTB Library of White Papers to download Response to Intervention: Integrating Assessment and Intervention to Improve Student Achievement.

Establish early-warning systems to identify students who may be at risk of failing to achieve.

CTB products can create an interlocking early-warning system to identify students who may be at risk of failing to achieve:

  • Acuity, for reading/language arts, math, science, and algebra, mirrors the structure and content of a state NCLB assessment and reflects the state's accountability test blueprint. This alignment helps teachers target instruction and concentrate their efforts on areas where students most urgently need help.
  • TerraNova, Third Edition, for reading, language, math, science, and social studies, features a carefully researched test blueprint that reflects today's challenging standards for content and performance. With customized research studies, TerraNova, Third Edition can report student achievement relative to state standards and can be used to predict likely outcomes on a state's NCLB exam.
  • LAS Links assessments provide an immediate flag for English Language Learners who may be at risk of failing to achieve because of language barriers.
  • Writing Roadmap monitors students' writing performance in real time, which provides them and their instructors with instant feedback on writing strengths and weaknesses that are identified on NCLB exams.

Conduct periodic reviews to ensure that the curriculum is being implemented with fidelity.

CTB's comprehensive assessment systems, with built-in instructional resources, allow educators to evaluate the effectiveness of their curriculum by providing data that measures student achievement.

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