School Turnarounds

I’m pleased to announce that IES has released the Department’s first report on the revamped School Improvement Grant (SIG), called "Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools". This report uses publicly-available data from State Education Agency (SEA) websites, SEA SIG applications, and the National Center for Education Statistics' Common Core of Data to provide initial information on SIG-related policies and practices that states intend to implement, and the characteristics of both SIG-eligible and SIG-awarded schools. We’re also making available the entire database of SIG data to the public -- you can find links to the database and documentation below. Finally, a mapping tool for the SIG data is available at http://data.ed.gov/grants/school-improvement-grants.

As I’ve mentioned in this blog before, we in OESE are taking a new approach to working and helping districts build capacity, especially those who serve diverse groups of learners. So, one of our priorities is working specifically with rural schools and communities to ensure they have the appropriate resources and support to address the unique challenges they face. 

A few weeks ago, I had the opportunity to visit a rural school in Colonial Beach, Virginia – specifically, a rural SIG school.  Colonial Beach High School is one of two schools in the Colonial Beach district, and it serves a population of 3,000 citizens. The school received SIG funds last year and they’ve adopted the transformation model to turn around the school, with a lot of support from the district and its superintendent, Dr. Carol Power. 

During my visit, I met teachers, saw some classrooms, and spoke with the dedicated School Board and the Lead Turnaround Partners team, which is made up of six educational experts that are working with Colonial Beach to implement the school turnaround process. The school has made some encouraging progress, but what was really interesting for me to see was how Colonial Beach was dealing with some of its challenges as a rural school. For example, the school has only one algebra teacher – that certainly makes it difficult to form a professional learning community at the school! The solution for Colonial Beach has been to use technology to connect teachers to colleagues in other areas. 

The Department recognizes that many of our nation’s rural schools face particular challenges like this one, and we are working to provide technical assistance and other forms of support, including our upcoming SIG Conference focused on rural and Native American students, to be held on May 24-25 in Denver. We want to offer a forum for rural educators to build a professional network, to learn from one another, and to celebrate the unique strengths offered by rural communities. I’m interested in learning even more about strategies and successes in rural schools across the country, so I encourage you to share your experiences directly with me at AskDrT@ed.gov.

Photo Credit: Reza Marvashti/The Freelance Star | Read coverage on the visit from Fredericksburg.com. 

This entry is cross-posted from the ED.gov blog.

This morning, I’m excited to help kick off the 2011 School Improvement Grant Eastern Regional Conference in Washington, DC – an intensive, two-day event for school, district, and state leaders who are working to turn around their lowest-performing schools. The conference, hosted by ED’s Office of Elementary and Secondary Education (OESE) in partnership with our Comprehensive Centers, is the second of four regional capacity-building sessions that will take place over the next two months. The conferences are a key part of OESE’s efforts to provide our grantees with support and technical assistance as they implement the School Improvement Grant (SIG).

I’m in Los Angeles to speak at the 2011 Western Regional Capacity-Building Conference for School Improvement Grant (SIG) recipients. This is the first of four conferences we are holding for grantees across the country, and I’m really excited to be here to kick off these learning sessions that will offer support to states, districts, and schools as they undertake the difficult but necessary work of school turnaround. Tomorrow, I’ll also be visiting two SIG schools to better see how turnaround work is progressing on the ground. I’ll provide a more detailed update on the conference and the visits when I return to DC, but in the meantime, I wanted to share with you new SIG resources that grantees may find helpful.

Last week, the Center on Instruction posted a series of 5 webinars, produced in conjunction with Doing What Works, on topics related to adolescent literacy.  These are recorded professional development webinars designed for SIG grantees, with content from the Center on Instruction and handouts and activities from the DWW adolescent literacy website. This is a valuable resource for SIG schools and districts who may be looking for more resources on improving literacy, and I encourage you to take a look.

Here are the available webinars in the "Using Doing What Works (DWW) Resources to Support SIG Grantees in Adolescent Literacy" series:

• School Leadership
• Research Overview
• Explicit Vocabulary Instruction in Middle and High School
• Text Discussion
• Intensive Interventions for Struggling Readers

In our new issue of the School Turnaround Newsletter, turnaround teams and directors from four states reflect on their first year implementing the School Improvement Grant (SIG) program, and what they've learned from their experiences so far. We also share new resources for school turnaround in the newsletter, along with a reminder to register for our Spring 2011 Regional SIG Conferences, which are fast approaching!

You can read the new issue here. If you've missed previous issues, you can find them here.