Final Title I School Improvement Grant (SIG) Requirements and Application Procedure

For application and details: http://www.ed.gov/programs/sif/applicant.html 
Application Deadline:          February 8, 2010
SEA Requirements

ELIGIBLE SCHOOLS.  Provide a list, by LEA name and NCES ID #, of each school designated as Tier I, Tier II, and Tier III in the state. 
EVALUATION CRITERIA.  Provide the criteria to be used to evaluate the LEA’s application for a SIG grant. 
CAPACITY.  Explain how SEA [...]

FAQs About SIG

The  U.S. Department of Education has a useful Frequently Asked Questions guide for the School Improvement Fund. Click the link below to see the guide and learn more.
Frequently Asked Questions – School Improvement Fund

NEA-Affiliated Schools Receiving SIG Funds

Click on a state below to see the schools that have been award School Improvement Grants (SIG) and to see which of the 4 models was selected for each school: transformation, turnaround, restart or closure.
Alabama SIG Schools
Indiana SIG Schools
Iowa SIG Schools
Maryland SIG Schools
Minnesota SIG Schools
New Jersey SIG Schools
New Mexico SIG Schools
North Carolina SIG Schools
Ohio SIG [...]

SIG Grant Totals by State

The U.S. Department of Education has approved School Improvement Grant applications (click on state name to see the application) for several states and has announced the amount of grant money those states will receive. The states that currently have approved SIG applications include:
Alabama: $58 million
Alaska: $10.7 million
Arizona: $70 million
* Click here for an overview of SIG funds in Arizona
Arkansas: $40 [...]

What K-12 Educators Can Do

NEA’s Priority Schools Campaign needs the commitment of K-12 educators to help make real and lasting change for Priority school students and their teachers. Many of today’s students face tremendous challenges to academic success. The Priority Schools Campaign is the work of NEA members in struggling schools to meet these challenges and close student achievement gaps for all students.
Learn how [...]

What Education Support Professionals Can Do

NEA’s Priority Schools Campaign is the work of NEA members in struggling schools to raise student achievement and transform public education. That’s where you come in: about 75 percent of education support professionals (ESPs) live, work, shop, and vote in the same school district as their students. NEA’s Priority Schools Campaign needs your commitment and community connections to help close achievement [...]

What Student Members Can Do

NEA’s Priority Schools Campaign needs the energy and passion of student educators to help give every child a great public school. Many of today’s students face tremendous challenges to academic success. The Priority Schools Campaign is the work of NEA members in struggling schools to meet those challenges and close student achievement gaps for all students.
Learn how to get involved:
What [...]

What Retired Educators Can Do

NEA’s Priority Schools Campaign needs the life skills and expertise of retired educators to help transform public schools. Many of today’s students face tremendous challenges to academic success. The Priority Schools Campaign is the work of NEA members in struggling schools to meet those challenges and close student achievement gaps for all students.
Learn how to get involved:
What Retired Educators Can [...]

What Higher Education Members Can Do

More students are attending college and university classes, and they need to be prepared to succeed. NEA’s Priority Schools Campaign is working to significantly raise student achievement in struggling schools, and we need your help to create a pipeline from public schools to college campuses. Not only will your students be better prepared, more successful public education in [...]

Job-Embedded Professional Development

What exactly is job-embedded professional development? What types of teacher learning opportunities count as being job embedded? How might job-embedded professional development improve teaching practices and student learning outcomes? What does the research say about it, and how can states and districts implement it well? In this Issue Brief—written in collaboration with the Mid-Atlantic Comprehensive [...]

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