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24 Michigan Schools Awarded Federal Improvement Funds to Raise Achievement
June 6, 2011
LANSING - Twenty-four of Michigan's lowest achieving schools have been awarded federal School Improvement Grant funds to help them increase student achievement and improve teaching and learning for all students, the Michigan Department of Education announced today.
"Education is a key component in the effort to drive Michigan's economic recovery," said Superintendent of Public Instruction Mike Flanagan. "These federal funds will enable 24 schools across the state to improve student achievement and prepare their students for the employment demands of the 21st Century."
This is the second round of federal School Improvement Grant (SIG) awards, part of the American Recovery and Reinvestment Act of 2009. The first round was awarded to 28 schools in August, 2010.
Like the first round recipients, the 24 schools receiving grants today earned them based upon meeting the federal grant requirements and having the highest quality applications. They are located in urban, suburban, and rural communities throughout Michigan.
"This is a tremendous opportunity for the schools that developed thoughtful and precise plans to help give their students the best chance to succeed," Flanagan said. "We have strong expectations that these federal grant dollars will bring dramatic improvement and be used to move students to greater academic success."
The schools eligible for the School Improvement Grant were identified by student achievement and academic growth based on state testing data from the 2007-10 school years. Districts with eligible schools had to submit a detailed school improvement plan using one of four improvement models required by the U.S. Department of Education. SIG funds must be used to provide federal Title I allowable school programming and activities.
Schools will begin implementation of their plans this fall and will have three years to use their federal School Improvement Grant funds.
The four federally-required school improvement models from which the schools had to select, are:
Transformation Model ? Districts would address four specific areas: 1) developing teacher and school leader effectiveness, which includes replacing the principal who led the school prior to commencement of the transformation model; 2) implementing comprehensive instructional reform strategies; 3) extending learning and teacher planning time and creating community-oriented schools; and 4) providing operating flexibility and sustained support.
Turnaround Model ? This would include among other actions, replacing the principal and at least 50 percent of the school's staff, adopting a new governance structure and implementing a new or revised instructional program.
Restart Model ? School districts would close the school and reopen it under the management of a charter school operator; a charter management organization; or an educational management organization selected through a rigorous review process. A restart school would be required to enroll, within the grades it serves, any former student who wishes to attend.
Close/Consolidate Model ? The district would close the low-achieving school and enroll the students who attended that school in other high-achieving schools in the district.
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