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APPLICATION COVER SHEET SCHOOLTIMPROVEMENTGRANTS PUERTO RICO DEPARTMENT OF PO BOX EDUCATION SAN JUAN, PUERTO RIO - PDF
APPLICATION COVER SHEET SCHOOLTIMPROVEMENTGRANTS PUERTO RICO DEPARTMENT OF PO BOX EDUCATION SAN JUAN, PUERTO RIO
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1 APPLICATION COVER SHEET SCHOOLTIMPROVEMENTGRANTS Legal Name of Applicant: Applicant's Mailing Address: PUERTO RICO DEPARTMENT OF PO BOX EDUCATION SAN JUAN, PUERTO RIO State Contact for the School Improvement Grant Name: Lic. Ana Maria Rodriguez Position and Office: USA T AD Coordinator Contact's Mailing Address: Puerto Rico Department of Education USATAD - Office of Federal Affairs PO Box San Juan, PR Telephone: ; Fax: address: Chief State School Officer (Printed Name): Telephone: Jesus M. Rivera Sanchez, Ed. D Signature of the Chief State School Officer: A:~-~~ Date: February 25,2011 Ve State, through its authorized representative, agrees to comply with all requirements applicable to the School Improvement Grants program, including the assurances contained herein and the conditions that apply to any waivers that the State receives through this application. 1
2 School Improvement Grants Application Section 1003(g) of the Elementary and Secondary Education Act Fiscal Year 2010 CFDA Number: A State Name: Puerto Rico U.S. Department of Education Washington, D.C OMB Number: Expiration Date: September 30, 2013 Paperwork Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this information collection is The time required to complete this information collection is estimated to average 100 hours per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate or suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C
4 SCHOOL IMPROVEMENT GRANTS Purpose of the Program School Improvement Grants (SIG), authorized under section 1003(g) of Title I of the Elementary and Secondary Education Act of 1965 (Title I or ESEA), are grants to State educational agencies (SEAs) that SEAs use to make competitive subgrants to local educational agencies (LEAs) that demonstrate the greatest need for the funds and the strongest commitment to use the funds to provide adequate resources in order to raise substantially the achievement of students in their lowest-performing schools. Under the final requirements published in the Federal Register on October 28, 2010 (http://www.gpo.gov/fdsys/pkg/fr /pdf/ pdf), school improvement funds are to be focused on each State s Tier I and Tier II schools. Tier I schools are the lowestachieving 5 percent of a State s Title I schools in improvement, corrective action, or restructuring, Title I secondary schools in improvement, corrective action, or restructuring with graduation rates below 60 percent over a number of years, and, if a State so chooses, certain Title I eligible (and participating) elementary schools that are as low achieving as the State s other Tier I schools ( newly eligible Tier I schools). Tier II schools are the lowest-achieving 5 percent of a State s secondary schools that are eligible for, but do not receive, Title I, Part A funds, secondary schools that are eligible for, but do not receive, Title I, Part A funds with graduation rates below 60 percent over a number of years, and, if a State so chooses, certain additional Title I eligible (participating and non-participating) secondary schools that are as low achieving as the State s other Tier II schools or that have had a graduation rate below 60 percent over a number of years ( newly eligible Tier II schools). An LEA also may use school improvement funds in Tier III schools, which are Title I schools in improvement, corrective action, or restructuring that are not identified as Tier I or Tier II schools and, if a State so chooses, certain additional Title I eligible (participating and non-participating) schools ( newly eligible Tier III schools). (See Appendix B for a chart summarizing the schools included in each tier.) In the Tier I and Tier II schools an LEA chooses to serve, the LEA must implement one of four school intervention models: turnaround model, restart model, school closure, or transformation model. Availability of Funds The Department of Education Appropriations Act, 2010, provided $546 million for School Improvement Grants in fiscal year (FY) In addition, the U.S. Department of Education (Department) estimates that, collectively, States have carried over approximately $825 million in FY 2009 SIG funds that will be combined with FY 2010 SIG funds, for a total of nearly $1.4 billion that will be awarded by States as part of their FY 2010 SIG competitions. FY 2010 school improvement funds are available for obligation by SEAs and LEAs through September 30, State and LEA Allocations Each State (including the District of Columbia and Puerto Rico), the Bureau of Indian Education, and the outlying areas are eligible to apply to receive a School Improvement Grant. The Department will allocate FY 2010 school improvement funds in proportion to the funds received in FY 2010 by the States, the Bureau of Indian Education, and the outlying areas under Parts A, C, and D of Title I of the ESEA. An SEA must allocate at least 95 percent of its school improvement funds directly to LEAs in accordance with the final requirements (http://www.gpo.gov/fdsys/pkg/fr /pdf/ pdf). The SEA may retain an amount not to exceed five percent of its allocation for State administration, evaluation, and technical assistance. Appendix A provides guidance on how SEAs can maximize the number of Tier I and Tier II schools its LEAs can serve with FY 2009 carryover and FY 2010 SIG funds when making their LEA allocations for the FY 2010 competition. See Appendix A for a more detailed explanation. Consultation with the Committee of Practitioners Before submitting its application for a SIG grant to the Department, an SEA must consult with its Committee of Practitioners established under section 1903(b) of the ESEA regarding the rules and policies contained therein. The Department recommends that the SEA also consult with other stakeholders, such as potential external providers, teachers unions, and business, civil rights, and community leaders that have an interest in its application. ii
5 FY 2010 Submission Information Electronic Submission: The Department strongly prefers to receive an SEA s FY 2010 School Improvement Grant (SIG) application electronically. The application should be sent as a Microsoft Word document, not as a PDF. The SEA should submit its FY 2010 application to the following address: In addition, the SEA must submit a paper copy of the cover page signed by the SEA s authorized representative to the address listed below under Paper Submission. Paper Submission: If an SEA is not able to submit its application electronically, it may submit the original and two copies of its SIG application to the following address: Carlas McCauley, Education Program Specialist Student Achievement and School Accountability Programs U.S. Department of Education 400 Maryland Avenue, SW, Room 3W320 Washington, DC Due to potential delays in government processing of mail sent through the U.S. Postal Service, SEAs are encouraged to use alternate carriers for paper submissions. Application Deadline Applications are due on or before December 3, For Further Information If you have any questions, please contact Carlas McCauley at (202) or by at iii
6 FY 2010 Application Instructions Most of the FY 2010 SIG application is identical to the FY 2009 application. A new section for additional evaluation criteria (Section B-1) has been added and Section H on Waivers has been expanded. Section D on Descriptive Information (Section D Part 1, Section D Parts 2-8) has also been reformatted into two separate sections for the FY 2010 application, but all other parts of the application remain the same. Consequently, except as provided below, an SEA must update only those sections that include changes from the FY 2009 application. In particular, the Department expects that most SEAs will be able to retain Section B on Evaluation Criteria, Section C on Capacity, and Section D (parts 2-8) on Descriptive Information, sections that make up the bulk of the SIG application. An SEA has the option to update any of the material in these sections if it so desires. We are requiring SEAs to update some sections of the SIG application to ensure that each SEA focuses its FY 2010 SIG funds, including any funds carried over from FY 2009, on serving its persistently lowestachieving schools in LEAs with the capacity and commitment to fully and effectively implement one of the four required school intervention models beginning in the school year. Note that while an SEA may be able to submit significant portions of its FY 2010 SIG application unchanged from FY 2009, we recommend that it review all sections of the FY 2010 application to ensure alignment with any required changes or revisions. SEAs should also note that they will only be able to insert information in designated spaces (form fields) in the application because of formatting restrictions. Clicking on a section of the application that is restricted will automatically jump the cursor to the next form field which may cause users to skip over information in the application. Users may avoid this issue by using the scroll bar to review the application. However, due to these restrictions, the Department recommends that SEAs print a copy of the application and review it in its entirety before filling out the form. iv
7 APPLICATION COVER SHEET SCHOOL IMPROVEMENT GRANTS Legal Name of Applicant: PUERTO RICO DEPARTMENT OF EDUCATION Applicant s Mailing Address: PO BOX SAN JUAN, PUERTO RIO State Contact for the School Improvement Grant Name: Lic. Ana Maria Rodriguez Position and Office: USATAD Coordinator Contact s Mailing Address: Puerto Rico Department of Education USATAD - Office of Federal Affairs PO Box San Juan, PR Telephone: ; Fax: address: Chief State School Officer (Printed Name): Jesús M. Rivera Sánchez, Ed. D Telephone: Signature of the Chief State School Officer: X Date: February 25,2011 The State, through its authorized representative, agrees to comply with all requirements applicable to the School Improvement Grants program, including the assurances contained herein and the conditions that apply to any waivers that the State receives through this application. 1
8 FY 2010 Application Checklist Please use this checklist to serve as a roadmap for the SEA s FY 2010 application. Please note that an SEA s submission for FY 2010 must include the following attachments, as indicated on the application form: Lists, by LEA, of the State s Tier I, Tier II, and Tier III schools. A copy of the SEA s FY 2010 LEA application form that LEAs will use to apply to the SEA for a School Improvement Grant. If the SEA seeks any waivers through its application, a copy of the notice it provided to LEAs and a copy of any comments it received from LEAs as well as a copy of, or link to, the notice the SEA provided to the public. Please check the relevant boxes below to verify that all required sections of the SEA application are included and to indicate which sections of the FY 2010 application the SEA has revised from its FY 2009 application. SECTION A: ELIGIBLE SCHOOLS Definition of persistently lowest-achieving schools (PLA schools) is same as FY 2009 For an SEA keeping the same definition of PLA schools, please select one of the following options: SEA will not generate new lists of Tier I, Tier II, and Tier III schools because it has five or more unserved Tier I schools from FY 2009 (SEA is requesting waiver) SEA must generate new lists of Tier I, Tier II, and Tier III schools because it has less than five unserved Tier I schools from FY 2009 SEA elects to generate new lists Definition of persistently lowestachieving schools (PLA schools) is revised for FY 2010 For an SEA revising its definition of PLA schools, please select the following option: SEA must generate new lists of Tier I, Tier II, and Tier III schools because it has revised its definition Lists, by LEA, of State s Tier I, Tier II, and Tier III schools provided SECTION B: EVALUATION CRITERIA Same as FY 2009 Revised for FY 2010 SECTION B-1: ADDITIONAL EVALUATION CRITERIA Section B-1: Additional evaluation criteria provided SECTION C: CAPACITY Same as FY 2009 Revised for FY 2010 SECTION D (PART 1): TIMELINE Updated Section D (Part 1): Timeline provided 2
9 SECTION D (PARTS 2-8): DESCRIPTIVE INFORMATION SECTION E: ASSURANCES SECTION F: SEA RESERVATION SECTION G: CONSULTATION WITH STAKEHOLDERS SECTION H: WAIVERS Same as FY 2009 Revised for FY 2010 Updated Section E: Assurances provided Updated Section F: SEA reservations provided Updated Section G: Consultation with stakeholders provided Updated Section H: Waivers provided PART I: SEA REQUIREMENTS As part of its application for a School Improvement Grant under section 1003(g) of the ESEA, an SEA must provide the following information. 3
10 A. ELIGIBLE SCHOOLS: An SEA must provide a list, by LEA, of each Tier I, Tier II, and Tier III school in the State. (A State s Tier I and Tier II schools are its persistently lowestachieving schools and, if the SEA so chooses, certain additional Title I eligible schools that are as low achieving as the State s persistently lowest-achieving schools or that have had a graduation rate below 60 percent over a number of years.) In providing its list of schools, the SEA must indicate whether a school has been identified as a Tier I or Tier II school solely because it has had a graduation rate below 60 percent over a number of years. In addition, the SEA must indicate whether it has exercised the option to identify as a Tier I, Tier II, or Tier III school a school that was made newly eligible to receive SIG funds by the Consolidated Appropriations Act, Each SEA must generate new lists of Tier I, Tier II, and Tier III schools based on the State s most recent achievement and graduation rate data to ensure that LEAs continue to give priority to using SIG funds to implement one of the four school intervention models in each of their persistently lowest-achieving schools, rather than using SIG funds to support less rigorous improvement measures in less needy schools. However, any SEA that has five or more Tier I schools that were identified for purposes of the State s FY 2009 SIG competition but are not being served with SIG funds in the school year may apply for a waiver of the requirement to generate new lists. An SEA also has the option of making changes to its FY 2009 definition of persistently lowestachieving schools. An SEA that exercises this option must generate new lists of Tier I, Tier II, and Tier III schools. Regardless of whether it modifies its definition of persistently lowest-achieving schools or generates new lists, along with its lists of Tier I, Tier II, and Tier III schools, an SEA must provide the definition that it used to develop these lists. The SEA may provide a link to the page on its Web site where its definition is posted, or it may attach the complete definition to its application. Definition of persistently lowestachieving schools (PLA schools) is same as FY 2009 For an SEA keeping the same definition of PLA schools, please select one of the following options: Definition of persistently lowestachieving schools (PLA schools) is revised for FY 2010 For an SEA revising its definition of PLA schools, please select the following option: 4
11 1. SEA will not generate new lists of Tier I, Tier II, and Tier III schools. SEA has five or more unserved Tier I schools from FY 2009 and is therefore eligible to request a waiver of the requirement to generate new lists of schools. Lists and waiver request submitted below. SEA is electing not to include newly eligible schools for the FY 2010 competition. (Only applicable if the SEA elected to add newly eligible schools in FY 2009.) 1. SEA must generate new lists of Tier I, Tier II, and Tier III schools because it has revised its definition of persistently lowestachieving schools. Lists submitted below. 2. SEA must generate new lists of Tier I, Tier II, and Tier III schools because it has fewer than five unserved Tier I schools from FY Lists submitted below. 3. SEA elects to generate new lists. Lists submitted below. Insert definition of persistently lowest-achieving schools or link to definition of persistently lowest-achieving schools here: PUERTO RICO DEPARTMENT OF EDUCATION PERSISTENTLY LOWEST ACHIEVING SCHOOLS DEFINITION The Puerto Rico Department of Education (PRDE) used the following sets of rules to determine the schools for the three 1003(g) TIERs. IDENTIFYING PERSISTENTLY LOWEST ACHIEVING Three factors were considered when identifying Persistently Lowest Achieving Schools: Factor 1: All Title I schools that were identified in improvement, corrective action, or restructuring in were assessed. Factor 2: Assessment data for year was used to identify persistence. Academic 5
12 achievement of the all students group - Student scores under the all student group for Math, Spanish and English were ranked according to the adding ranks method for the universe of schools that fall under the Factor 1 criteria. This process produced a list of 1,256 candidate schools. Factor 3: Failure to Make Progress- When weighting factors to determine PLAS, PRDE assigned a weight of 25% to a school s failure to make progress. This means that the adding ranks method described in Factor 2 was weighted as 75% of the overall rank a school receives. DETERMINING TIER CANDIDATES TIER I - From the list of 1,256 candidate schools, the SEA identified the lowest achieving 5% as TIER I. TIER II -Based upon the criteria, the PRDE has no eligible TIER II schools. All schools eligible for Title I funding receive funding. As a result, the requirement of having secondary schools eligible for Title I, Part A funds and do not receive it is not met. No High School has at least two consecutive years with graduation rates below 60%. (Page 13 of the June 29, 2010 Guidance) Requirement (B) (2) Is a high school that has had a graduation rate as defined in 34 C.F.R (b) that is less than 60 percent over a number of years is not met. TIER III PRDE has not been authorized by USDE to serve TIER III schools this year. The PRDE as the SEA will identify as TIER III schools the remaining 1,193 schools from the list of 1,256 schools that met Factor 1, Factor 2 and Factor 3, and are not on the TIER 1 schools list. In addition, based on available funding, the schools selected will be the lowest performing of these 1,193 schools located in districts determined to have the capacity to manage school improvement. Factor 3: Failure to Make Progress Based on the criteria identified in Factors 1 and 2 above, PRDE identified 1,256 schools as eligible for consideration for implementation of one of the SIG models. The list of 1,256 schools was analyzed to determine which schools demonstrated a failure to make progress. PRDE determined failure to make progress based on the number of years schools have been in school improvement. PRDE included a school s improvement status for the academic year in the determination of failure to make progress. 6
13 The number of years in improvement for each of the 1,256 identified schools ranged in value from 1 year to 10 years. The number of years in improvement for the considered year was used to produce the NUMBER OF YEARS IN IMPROVEMENT criteria. For example, a school that has been in improvement for only 1 year would be assigned a NUMBER OF YEARS IN IMPROVEMENT of 1. Alternately, a school that has been in improvement for 10 years, would have a NUMBER OF YEARS IN IMPROVEMENT of 10. Table 1 illustrates the NUMBER OF YEARS IN IMPROVEMENT for six (6)? schools. Based on the distribution of years in improvement for the considered year for all schools, the maximum overall school improvement score could be of 10 (See School F). Table 1 School Improvement Year YEARS IN IMPROVEMENT Number of Years in Improvement School A 1 1 School B 2 2 School C 5 5 School D 6 6 School E 8 8 School F The value for NUMBER OF YEARS IN IMPROVEMENT needed to be translated into a value that was comparable in scale to the value used in the adding ranks method. This translation would allow PRDE to combine the GLOBAL RANK produced through the use of the adding ranks method (Factor 2) with the NUMBER OF YEARS IN IMPROVEMENT (Factor 3) to produce a COMPOSITE SIG SCORE. GLOBAL RANK + NUMBER OF YEARS IN IMPROVEMENT = COMPOSITE SIG SCORE. 1 Illustrates worst-case scenario and greatest number of years in improvement for each year under consideration. The maximum value for the Number of Years In Improvement is 10. 7
14 PRDE determined that a school s failure to make progress would be weighted as a maximum of 25% of the overall COMPOSITE SIG SCORE. Thus, the GLOBAL RANK produced via the adding ranks method described in Factor 2 was weighted as a maximum of 75% of the COMPOSITE SIG SCORE. The highest point value obtained through the adding ranks method described in Factor II was 287. This score was used to determine the total possible points that could be allocated when the failure to make progress factor is combined with the adding ranks factor. The equation below illustrates the mathematical computations conducted to determine the maximum number of points that could be allocated for the COMPOSITE SIG SCORE where n = maximum COMPOSITE SIG SCORE 287 =.75(n) 287/.75 = n n = 383 The above equation illustrates that if 287 is equal to 75% of the total possible points that can be allocated based on the adding ranks method, the maximum number of points that can be included in the COMPOSITE SIG SCORE is 383. The equation below was used to determine the maximum number of points that could be allocated within the failure to make progress factor = X = 96 Thus, a maximum of 96 points can be allocated for failure to make progress. The maximum number of points for failure to make progress was divided into equal units based on the maximum number of years in improvement reported for any one school in the last year. The maximum number of years any school had been in improvement in 2010 was 10 years. Thus, the maximum NUMBER OF YEARS IN IMPROVEMENT for any one school was 10. (See School F in Table 1 above). The maximum number of points available within the failure to make progress category (96) was divided by the maximum number of years in improvement (10) to determine the number of points to be allocated for any year in improvement. This calculation is illustrated in the equation below: 96/10= X 96/10= 9.6 8
15 Thus, the number of points to be allocated for any one year in improvement is approximately 10. Table 2 below provides an illustration of how points were allocated for NUMBER OF YEARS IN IMPROVEMENT. The table shows that for a school that has been in improvement for the considered year and was most recently in year 8 of improvement, 80 would be added to that school s GLOBAL RANK produced using the adding ranks method. TABLE 2 Year in Improvement Number of Years in Improvement (X) Points awarded from the failure to make progress Factor (10*X) The equation below was used to calculate COMPOSITE SIG SCORE, where X is the total number of years in improvement and Y is the total points awarded using the adding ranks method. (Ymax) + (10*Xmax) = 383 (Y) + (10*X) = COMPOSITE SIG SCORE Table 3 below illustrates that when the 200 points allocated to a school using the adding ranks method is added to the 80 points allocated for failure to make progress, the school s COMPOSITE SIG SCORE is 280. Year in Improvement TABLE 3 Number of Years in Improvement (X) Points awarded from the failure to make progress Factor (10*X) Points awarded from the adding ranks method 200 COMPOSITE SIG SCORE (10*8) = 280 COMPOSITE SIG SCORE = 280 The COMPOSITE SIG SCORE for all schools was used to rank schools, from highest to lowest. When the list of 1,256 schools was re-ranked according to their COMPOSITE SIG SCORE, the schools with the highest COMPOSITE SIG SCORE were considered to be the 9
16 worst performing schools. The 5% (63 schools) of the total 1,256 schools with the highest COMPOSITE SIG SCORE were identified as target schools (TIER I) for the implementation of one of the 4 SIG models. The remaining 1,193 schools were identified as TIER III, considering that no schools in Puerto Rico qualify for TIER II. DEFINITIONS ADDING RANKS METHOD: method outlined in guidance used to calculate GLOBAL RANK COMPOSITE SIG SCORE: value produced when GLOBAL RANK and NUMBER OF YEARS IN IMPROVEMENT are combined FAILURE TO MAKE PROGRESS: determined by adding the number of years a school has been in improvement for the considered year GLOBAL RANK: determined by adding the ranking assigned to a school based on percent proficient of all students in Spanish, Math and English for the considered year. Lower percent proficiencies correspond to a higher ranking. NUMBER OF YEARS IN IMPROVEMENT: the total number of years in improvement a school has been over the last years. ANALYSIS OUTCOME The TIER I and TIER III tables are provided as Appendix A. 10
17 An SEA must attach two tables to its SIG application. The first table must include its lists of all Tier I, Tier II, and Tier III schools that are eligible for FY 2010 SIG funds. The second table must include its lists of all Tier I, Tier II, and Tier III schools that were served with FY 2009 SIG funds. Please create these two tables in Excel and use the formats shown below. Examples of the tables have been provided for guidance. SCHOOLS ELIGIBLE FOR FY 2010 SIG FUNDS LEA NAME LEA NCES ID # SCHOOL NAME SCHOOL NCES ID# TIER I TIER II TIER III GRAD RATE NEWLY ELIGIBLE 2 LEA NAME LEA NCES ID # SCHOOLS SERVED WITH FY 2009 SIG FUNDS SCHOOL NAME SCHOOL NCES ID# TIER I TIER II TIER III GRAD RATE EXAMPLE: SCHOOLS ELIGIBLE FOR FY 2010 SIG FUNDS LEA NAME LEA NCES ID # SCHOOL NAME SCHOOL NCES ID# TIER I TIER II TIER III GRAD RATE NEWLY ELIGIBLE LEA 1 ## HARRISON ES ## X LEA 1 ## MADISON ES ## X LEA 1 ## TAYLOR MS ## X X LEA 2 ## WASHINGTON ES ## X LEA 2 ## FILLMORE HS ## X LEA 3 ## TYLER HS ## X X LEA 4 ## VAN BUREN MS ## X LEA 4 ## POLK ES ## X EXAMPLE: 2 Newly Eligible refers to a school that was made eligible to receive SIG funds by the Consolidated Appropriations Act, A newly eligible school may be identified for Tier I or Tier II because it has not made adequate yearly progress for at least two consecutive years; is in the State s lowest quintile of performance based on proficiency rates on State s assessments; and is no higher achieving than the highest-achieving school identified by the SEA as a persistently lowest-achieving school or is a high school that has a graduation rate less than 60 percent over a number of years. For complete definitions of and additional information about newly eligible schools, please refer to the FY 2010 SIG Guidance, questions A-20 to A
18 LEA NAME LEA NCES ID # SCHOOLS SERVED WITH FY 2009 SIG FUNDS SCHOOL NAME SCHOOL NCES ID# TIER I LEA 1 ## MONROE ES ## X TIER II TIER III GRAD RATE LEA 1 ## JEFFERSON HS ## X X LEA 2 ## ADAMS ES ## X LEA 3 ## JACKSON ES ## X Please attach the two tables in a separate file and submit it with the application. SEA has attached the two tables in a separate file and submitted it with its application. 12
19 B. EVALUATION CRITERIA: Part 1: The three actions listed in Part 1 are ones that an LEA must take prior to submitting its application for a School Improvement Grant. Accordingly, the SEA must describe, with specificity, the criteria the SEA will use to evaluate an LEA s application with respect to each of the following actions: (1) The LEA has analyzed the needs of each Tier I and Tier II school identified in the LEA s application and has selected an intervention for each school. (2) The LEA has demonstrated that it has the capacity to use school improvement funds to provide adequate resources and related support to each Tier I and Tier II school identified in the LEA s application in order to implement fully and effectively the selected intervention in each of those schools. (3) The LEA s budget includes sufficient funds to implement the selected intervention fully and effectively in each Tier I and Tier II school identified in the LEA s application, as well as to support school improvement activities in Tier III schools, throughout the period of availability of those funds (taking into account any waiver extending that period received by either the SEA or the LEA). Part 2: The actions in Part 2 are ones that an LEA may have taken, in whole or in part, prior to submitting its application for a School Improvement Grant, but most likely will take after receiving a School Improvement Grant. Accordingly, an SEA must describe the criteria it will use to assess the LEA s commitment to do the following: (1) Design and implement interventions consistent with the final requirements. (2) Recruit, screen, and select external providers, if applicable, to ensure their quality. (3) Align other resources with the interventions. (4) Modify its practices or policies, if necessary, to enable it to implement the interventions fully and effectively. (5) Sustain the reforms after the funding period ends. SEA is using the same evaluation criteria as FY SEA has revised its evaluation criteria for FY Part 1: (1) The LEA has analyzed the needs of each TIER I and TIER II school identified in the LEA s Application and has selected an intervention for each school. Based on the 1003(g) guidance, PRDE has identified no schools eligible for TIER II. Only TIER 13
20 I schools will be served in Year 1. PRDE has created a rubric based on the LEA s application (Appendix B). This rubric ensures that LEAs have met each of the required components of the school improvement grant application, in order to be selected for funding.. Each required component will be rated as Exemplary (15-11 points); Adequate (10-6 points); or Inadequate (5-1points) If the component is not addressed, indicate this in the missing box (0 points). LEAs/districts submitting requests for Tier I schools will be prioritized for funding based on the total number of points received out of a total of possible 150 points. An Evaluation Committee composed of members of SEA and external readers with educational expertise will review and score the LEA s documentation. PRDEwill monitor the LEA s implementation of the interventions supported with SIG funds throughout the period of fund availability as described in PRDE s application to further ensure LEA s commitment is sustained. The rating scale is provided below and includes key words to facilitate the scoring process: EXEMPLARY(1 1-15) ADEQUATE (6-10) INADEQUATE (1-5) MISSING (0) Key Words: Comprehensive Proficient Detailed Complete Thorough Clear Key Words: Sufficient Satisfactor y Enough Brief Acceptable Key Words: Insufficient Not Clear Incomplete Unaccepta ble Limited Weak SEA Criteria for Evaluation Process Each LEA will substantiate the selection of an intervention model for each school with appropriate data that align with the reporting metrics identified in the final requirements. The LEA must complete a needs assessment, summarize the findings and determine the root causes; then establish goals for the three year grant period for each school identified to be served. School profiles will consist of leading indicators and other significant data identified by SEA in the list that follows: student achievement data (includes school improvement status and participation rate), process data, demographic data, and perception data. These data will be tracked annually throughout the life of this grant. 14