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Schoolwide Programs

Schoolwide programs address the educational needs of children living in impoverished communities with comprehensive strategies for improving the whole school so every student achieves high levels of academic proficiency. Schoolwide programs have great latitude to determine how to organize their operations and allocate the multiple funding sources available to them. They do not have to identify particular children as eligible for services or separately track Federal dollars. Instead, schoolwide programs can use all allocated funds to increase the amount and quality of learning time.

For additional information about schoolwide programs see:

Archived Information

Title I Achievement-Focused Monitoring

Office of School Turnaround Staff Biography

You are here: OESE Home > Programs/Initiatives > OST


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OST Leadership

Scott Sargrad

Deputy Assistant Secretary for Policy,
Office of Elementary and Secondary Education

This position serves as the Deputy Assistant Secretary for Policy and School Turnaround in the U.S. Department of Education’s Office of Elementary and Secondary Education. It leads the Office of School Turnaround, which administers the $4.5 billion School Improvement Grants program and coordinates the Department’s school turnaround efforts.


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Carlas McCauley

Group Leader

Carlas serves as the Group Leader at the U.S. Department of Education in the Office of Elementary and Secondary Education (OESE). Carlas is tasked with directing and providing oversight of the administration of the School Improvement Grants program in the Office of School Turnaround. Since 2007, he has helped to administer approximately $5 billion toward improving schools.

Before joining the U.S. Department of Education, Carlas was a Project Director for the National Association of State Boards of Education, where he worked with state policy makers in an effort to transform secondary education through policy development.

Carlas holds a Masters and Doctorate of Education from the Rossier School of Education at University of Southern California located in Los Angeles, California. He is also a graduate of Saint Louis University located in St. Louis, Missouri.


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OST Staff

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Michael Lamb

Michael serves as Special Assistant to the Assistant Secretary for Civil Rights in the U.S. Department of Education, where he helped develop the Office for Civil Rights’ new strategic plan and technical assistance strategy. He is currently detailed to the Office of School Turnaround, working on the office’s technical assistance and internal capacity initiatives, and is state contact to six states on their turnaround work. Prior to the Department, Michael worked as an organizer on the Presidential campaign of Barack Obama, first in Iowa and then in Virginia. Before that, he spent three years teaching middle school in the Harold Ickes Homes on Chicago’s South Side. There, he became committed to school turnaround efforts after his students dramatically increased their proficiency in reading and writing on state tests. He graduated from Duke University with a major in public policy, and did graduate work in education policy at the University of Illinois-Chicago.

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Kimberly Light

Kimberly is a senior program officer and team lead in the Office of School Turnaround, where she is responsible for a state monitoring team and the technical assistance working group. She previously served as team lead for health, mental health, environmental health, and physical education programs in the Office of Safe and Drug-Free Schools, and led a variety of grant programs and projects related to school health and safety, including grants to integrate schools and mental health systems, a recognition program to identify effective models on college campuses, and a regional centers program that provided training and technical assistance to states and school districts. She also taught English in Japan and worked as a counselor for several community-based organizations serving disabled youth and adults. Kim has a BS in Rehabilitation Education from Penn State University and a MA in Human Resource Development from George Mason University, and lives in Virginia with her husband and teenage son.

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Chuencee Boston

Chuenee is a program officer and team lead in the Office of School Turnaround, where she is responsible for a state monitoring team and the peer-to-peer convenings. She has supported districts and states in the development and implementation of their educator evaluation systems as a program officer for the Teacher Incentive Fund Program. Prior to joining the Department, she worked for the Comprehensive Centers as a technical assistance provider for multiple states. She also worked for the Senate committee on Health, Education, Labor and Pensions. She has extensive experience in research and policy development and implementation related to teacher quality, early childhood, school improvement, special education. She holds a BA in Public Policy from Duke University and a MA in Education Policy from George Washington University.

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Molly Scotch Budman

Molly serves as a program officer in the Office of School Turnaround, where she serves as state contact and works on internal capacity and monitoring/grantmaking initiatives. Molly previously served as a reading specialist in Stamford, Connecticut, at a school that received a School Improvement Grant. She also taught high school English in Manchester, New Hampshire. As an undergraduate at Vanderbilt University, Molly majored in secondary education and English and developed an interest in transforming high school students into passionate readers, thinkers, and writers. She also holds a master’s degree as a reading specialist from Teachers College at Columbia University. She is delighted to be working with the OST team!

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Phavy Cunningham

Phavy is a program officer within the Office of School Turnaround, where she serves as a state contact and contributes to several workgroups focused on the capacity building and sustainability of national school turnaround efforts. Prior to joining the Office of Elementary and Secondary Education, she served as a program specialist in the Office of Special Education and Rehabilitative Services of the U.S. Department of Education. She is a native of Pennsylvania where she earned her Bachelors in Politics and International Relations from Ursinus College, located in Collegeville. Phavy holds a Master of Education in Counseling and Development from George Mason University in Fairfax, VA. She has also completed post- graduate studies in Educational Leadership at The George Washington University. Phavy has worked for Fairfax County Public Schools, VA as an elementary special education teacher in a Title I school, as an admissions/school counselor for FCPS high school Career and Technical Education academies, and as a transition counselor for Northern Virginia Community College in partnership with FCPS where she assisted at-risk and first-generation students with the high school-to-college transition process. She enjoys traveling and has studied Art History in Florence, Italy, Santiago, Spain, and has most recently visited Cape Town, Durban, and Johannesburg, South Africa where she examined the educational system and a number of higher education institutions in post-apartheid South Africa. Phavy is dedicated to improving the American education system and is happy to be a part of the OST team.

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Laticia Melton

Laticia is a program assistant in the Office of School Turnaround, where she works on internal capacity initiatives. Prior to joining OST, Laticia served as the assistant to the Deputy Assistant Secretary for Policy and School Turnaround. In that role, she scheduled meetings and travel and helped prepare documents for the Deputy Assistant Secretary’s speaking engagements. Previously, Laticia served as program assistant in the Student Achievement and School Accountability (SASA) office at the Department. She also worked as a legal instrument examiner at the United States Patent and Trademark Office, where she was responsible for reviewing patent and trademark documents. Laticia is excited to be working in OST and use her organizational and database skills to contribute to the team!

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Janine Rudder

As a program officer with the Office of School Turnaround, Janine assists state educational agencies with their turnaround efforts and works on technical assistance and monitoring initiatives. She has also supported districts and states in the development and implementation of their educator evaluation systems as a program officer for the Teacher Incentive Fund Program. As a Master Educator with the District of Columbia Public Schools, Janine assessed the quality of classroom teachers’ instruction using the district’s Teaching and Learning Framework and provided tailored professional development to teachers based on their needs.  She also volunteered with the Ministry of Education in Belize, where she conducted professional development workshops for educators.  Prior to that, Janine taught middle school students with mild to moderate learning challenges in Oakland, California. She holds a Master’s Degree in Sociology and Education from Teacher’s College, Columbia University.


Christopher Tate

Christopher is on detail with the Office of School Turnaround from Federal Student Aid (FSA) at the U.S. Department of Education. While at FSA, Christopher managed projects related to implementing policy through the products students and schools use in applying for and processing student aid. Prior to joining the Department, Christopher co-developed a nonprofit that advocates for children in the court system because of parental abuse and neglect and spent several years working in and with the federal TRIO programs. Having been a TRIO student himself, he recognizes the valuable impact access to a quality education and advocacy can have for low-income students. Christopher holds a B.A. in Business Development and Leadership from Westminster College where he graduated with honors and served as the first openly gay president of the student body. He also holds a master’s degree from Brandeis University in Sustainable International Development where he received a fellowship to further his studies because of his interest in, and commitment to, addressing the effects of poverty in the United States through education and advocacy.


Sara Waly

Sara is a program officer in the Office of School Turnaround, where she serves as a state contact and also works on technical assistance and internal capacity initiatives.  Prior to joining the Department, Sara served in state government on policy development and implementation related to teacher and principal preparation, licensure, recruitment and retention, and evaluation.  Previously, Sara taught 6th grade writing in Gary, Indiana, 7/8 grade reading, writing and social studies at a bilingual charter school in Phoenix, Arizona, and served as a special education teacher’s aide in Germantown, Wisconsin.  As an undergraduate at the University of Wisconsin-Madison, Sara majored in international studies and journalism and studied abroad in Quito, Ecuador.  She holds a Master in Teaching from Dominican University and a Master of Public Policy in Education from Vanderbilt University.  She is thrilled to be working with the OST team to support states in implementing their ambitious plans to transform their lowest-performing schools.


Christine Weeter

Christina is a program officer in the Office of School Turnaround where she serves as a state contact and works on technical assistance and internal capacity initiatives. She also supports the School Turnaround AmeriCorps, School Turnaround Learning Community, and Peer to Peer initiatives. She previously worked on discretionary grants for high schools with a special interest in dropout prevention and recovery, rural education, and wrap-around supports to prepare students to graduate high school with clear pathways to college and career. Prior to joining the Department, Christina worked in the non-government sector on education policy and finance, program evaluation, professional development curriculum, and provided direct service to youth with severe emotional and behavior disorders, many of whom had experienced abuse and neglect. A Kentucky native, Christina has also worked, studied, and volunteered in seven different countries in Latin America, Europe, and the Caribbean, and enjoys volunteering with Atlas Corps and its cadre of international Fellows. Christina earned a M.Ed. in Education Administration and a M.S.W. with a focus on program planning, evaluation, policy, and community organizing from Boston University. She earned her B.A. in psychology with a minor in Spanish from the University of Kentucky.

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Michael E. Wells, Ph.D.,

Michael is a senior program officer and Team Lead at the U.S. Department of Education’s Office of School Turnaround. He coordinates monitoring and support for the western states and Puerto Rico and leads the Office’s monitoring and grantmaking initiatives. Michael has worked in the fields of psychology and public education for over 30 years. He has had a private practice in psychotherapy, taught at the university level, and has administered school safety and student services programs at the local and federal level, as well as establishing and directing the operation of public alternative school programs. Michael received his undergraduate degree and doctorate in counseling and educational development from the University of North Carolina and his master’s degree in psychology from Western Michigan University. He is licensed as a psychologist and a professional counselor. He and wife Dianne have five sons and six grandchildren.

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David Yi

David serves as a program officer and the internal capacity workgroup leader at the Office of School Turnaround. Prior to joining the Department, David was an elementary and middle school ESL teacher in Washington, DC where he also served as middle school staff coordinator. In college, he volunteered as a language tutor to foreign exchange students and also worked as a campus recruiter for Teach For America. An avid traveler, David has studied in Madrid, Spain and worked in Sydney, Australia for the Australian Minister for Defense. Originally from Louisville, Kentucky, David has a BA in Political Science and a BS in Social Studies Education from Boston University and a MA in Teaching English for Speakers of Other Languages from American University.

Technical Assistance Centers

 

The Safe and Supportive Schools TA CenterThe Safe and Supportive Schools Website provides state, district and school administrators, teachers, school support staff, communities and families with resources and support to develop rigorous measurement systems that assess school climate and implement and evaluate programmatic interventions.

The Technical Assistance Center on Positive Behavioral Interventions and Supports
The Technical Assistance Center on Positive Behavioral Interventions and Supports is established by the U.S. Department of Education’s Office of Special Education Programs to improve the capacity of states, districts and schools to establish, scale-up and sustain the PBIS framework.

Readiness and Emergency Management for Schools Technical Assistance Center
The REMS TA Center’s primary goal is to support schools, districts, and institutions of higher education in school emergency management and planning, including the development and implementation of comprehensive, all-hazards, high-quality emergency operations plans.  The REMS TA Center disseminates information about school emergency management and planning to help school communities learn more about developing, implementing, and revising high-quality emergency operations plans.  In addition, the REMS TA Center helps OSHS coordinate technical assistance meetings and share school emergency management and planning information, and responds to direct requests for technical assistance and training.

The Educational Facilities Clearinghouse
The Educational Facilities Clearinghouse (the Clearinghouse) supports educational facilities through the provision of technical assistance and training to public facilities for public pre-kindergarten through higher education on issues related to educational facility planning, design, financing, construction, improvement, operation, and maintenance.  The Clearinghouse also develops resources and assembles best practices on issues related to ensuring safe, healthy, and high-performance public educational facilities, including procedures for identifying hazards and conducting vulnerability assessments.

The National Center for Homeless Education
The National Center for Homeless Education website has been operated by SERVE at University of North Carolina at Greensboro since 1998.  It provides State Coordinators for the Education of Homeless Children and Youth, local liaisons and other homeless education staff in school districts, and communities and families experiencing homelessness with resources and information pertaining to all facets of education for homeless children and youth from pre-school through post-secondary education.

The Neglected or Delinquent Education Technical Assistance Center
The Neglected or Delinquent Education Technical Assistance Center website has been operated by American Institutes for Research in Washington, DC since 2002.  It provides State Coordinators for the Title I, Part D program, State and local agency education directors and grant contacts, and communities and families with resources and information pertaining to prevention, intervention and reentry education programs and activities around the country.

 

Office of Safe and Heathly Students Programs

You are here: OESE Home > OSHS > OSHS Programs

OSHS work, programs and resources are organized under the following program units:

Well-Rounded Educational Opportunities

The Well-Rounded Educational Opportunities Unit provides program support and technical assistance on the Student Support and Academic Enrichment (SSAE) program. Some examples of content support include: college and career guidance and counseling programs, music and arts programs, STEM subjects, accelerated learning programs, history, foreign language, environmental education, promoting volunteerism, and other activities that support a well-rounded education.

The Well-Rounded Educational Opportunities Unit also administers the Physical Education and School Counseling programs.

Safe and Healthy Students

The Safe and Healthy Students Unit provides program support and technical assistance on the Student Support and Academic Enrichment (SSAE) program. Some examples of content support include but are not limited to: drug and violence prevention, school-based mental health services, supporting a healthy, active lifestyle, preventing bullying and harassment, mentoring and school counseling, school dropout and reentry programs, and schoolwide positive behavioral interventions and supports.

The Safe and Healthy Students Unit administers the School Climate Transformation, Project Prevent, and Promoting Student Resilience grant programs and a number of interagency agreements.

There are two technical assistance centers that broadly support the work of the unit:

    1. The Safe and Supportive Schools TA Center
      The Safe and Supportive Schools Website provides state, district and school administrators, teachers, school support staff, communities and families with resources and support to develop rigorous measurement systems that assess school climate and implement and evaluate programmatic interventions.
    2. The Technical Assistance Center on Positive Behavioral Interventions and Supports
      The Technical Assistance Center on Positive Behavioral Interventions and Supports is established by the U.S. Department of Education’s Office of Special Education Programs to improve the capacity of states, districts and schools to establish, scale-up and sustain the PBIS framework. 

Another focus of the Safe and Healthy Students Unit is emergency management and school preparedness. This includes programs and technical assistance to improve the ability of schools to prepare for and respond to crises and disasters (natural and man-made). Examples of these programs include Project SERV (School Emergency Response to Violence), Readiness Emergency Management for Schools grants, Emergency Management for Higher Education grants, homeland security activities; and disaster response coordinated with FEMA and DHS. Additionally, the unit is in close contact with school security police chiefs, school resource officers, and emergency first responders.

There are two technical assistance centers that support the emergency management and preparedness work:

    1. Readiness and Emergency Management for Schools Technical Assistance Center
      The REMS TA Center’s primary goal is to support schools, districts, and institutions of higher education in school emergency management and planning, including the development and implementation of comprehensive, all-hazards, high-quality emergency operations plans.  The REMS TA Center disseminates information about school emergency management and planning to help school communities learn more about developing, implementing, and revising high-quality emergency operations plans.  In addition, the REMS TA Center helps OSHS coordinate technical assistance meetings and share school emergency management and planning information, and responds to direct requests for technical assistance and training.
    2. The Educational Facilities Clearinghouse
      The Educational Facilities Clearinghouse (the Clearinghouse) supports educational facilities through the provision of technical assistance and training to public facilities for public pre-kindergarten through higher education on issues related to educational facility planning, design, financing, construction, improvement, operation, and maintenance.  The Clearinghouse also develops resources and assembles best practices on issues related to ensuring safe, healthy, and high-performance public educational facilities, including procedures for identifying hazards and conducting vulnerability assessments.

Education Technology

The Education Technology Unit provides program support and technical assistance on the Student Support and Academic Enrichment (SSAE) program. Some examples of content support include but are not limited to: providing school personnel with professional learning tools, building technological capacity and infrastructure, innovative strategies for delivering specialized or rigorous academic courses through the use of technology, blended learning projects, professional development in the use of technology in STEM subjects (including computer science) and providing students in rural, remote and underserved areas with resources to take advantage of high-quality learning experiences. The Office of Education Technology provides support to States and LEAs.

Education for Homeless Children and Youth

The Education for Homeless Children and Youth Unit provides resources, program support and technical assistance aimed at eliminating enrollment barriers and providing school access and support for academic success for students experiencing homelessness.

This unit administers the following program:

The technical assistance center that supports the work of this unit is:

  • The National Center for Homeless Education
    The National Center for Homeless Education website has been operated by SERVE at University of North Carolina at Greensboro since 1998.  It provides State Coordinators for the Education of Homeless Children and Youth, local liaisons and other homeless education staff in school districts, and communities and families experiencing homelessness with resources and information pertaining to all facets of education for homeless children and youth from pre-school through post-secondary education.

Neglected and Delinquent Youth

The Neglected and Delinquent Youth Unit helps to provide education continuity for children in state-run institutions and adult correctional institutions so these children can make successful transitions to school or employment once they are released.

This unit administers the following program:

There is one technical assistance center that supports the work of this unit:

  • The Neglected or Delinquent Education Technical Assistance Center
    The Neglected or Delinquent Education Technical Assistance Center has been operated by American Institutes for Research in Washington, DC since 2002.  It provides State Coordinators for the Title I, Part D program, State and local agency education directors and grant contacts, and communities and families with resources and information pertaining to prevention, intervention and reentry education programs and activities around the country.

Other Associated Program Work

OSHS also implements several other provisions of the Elementary and Secondary Education Act as amended by the No Child Left Behind Act of 2001:

About Us

The Office of Safe and Supportive Schools administers, coordinates, and recommends policy for improving the quality and excellence of programs and activities that are designed to (1) provide all students with access to a well-rounded education, (2) improve school conditions for student learning, and (3) improve the use of technology in order to improve academic achievement and digital literacy.

OSSS is headed by a Director, who reports to the Assistant Secretary and advises the Assistant Secretary on matters related to the programs administered by OSSS. The Office of the Director provides overall support, coordination, and leadership to the following program units:

  • Well-Rounded Educational Opportunities
  • Safe and Healthy Students
  • Education Technology
  • Education for Homeless Children and Youth
  • Neglected and Delinquent Youth

Please visit the following link for the OSSS State Liaisons (by state) for the Student Support and Academic Enrichment program (newly authorized under subpart 1 of Title IV, Part A).

  • OSHS State Liaisons

Biography for Anie Hsiao

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Annie Hsiao is Deputy Assistant Secretary for Policy and Programs in the Office of Elementary and Secondary Education. She was previously the Senior Advisor to the Acting Assistant Attorney General of the Office of Justice Programs at the US Department of Justice, advising on policy, strategy, and programs in the division that is charged with all of the agency’s grant-making, promoting crime reduction, supporting victims of crime, public safety, rule of law, and juvenile justice reform. She is the former Director of Strategic Partnerships at Leadership for Educational Equity and was formerly a Program Manager at the Charles Koch Foundation, and a Program Officer at the Walton Family Foundation, the leading grant-maker in K-12 education reform and parental choice. Prior to this, she was Director of Education Policy at the American Action Forum, and Director of Government and Community Relations with an appointment from the George W. Bush Administration at the National Endowment for the Humanities. Her work has appeared in Politico, National Review, Weekly Standard, The Hill, Washington Examiner, Daily Caller and other publications. Originally from California, Ms. Hsiao received her B.A. in Political Science and Asian American Studies from the University of California, Los Angeles. She received her Masters in Education Policy from Harvard University and was a Publius Fellow at the Claremont Institute. Her volunteer work also includes serving as a board member of a Charter School in DC, serving as a deaconess at her church, and serving on a national board for her church’s denomination.

Biography for Jason Botel

Bio for Jason Botel

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Jason Botel, Principal Deputy Assistant Secretary, Delegated the Authority to Perform the Functions and Duties of the Assistant Secretary of Elementary and Secondary Education.

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Jason Botel serves as Principal Deputy Assistant Secretary for the Office of Elementary and Secondary Education.

Jason first began his service at the Department of Education in the role of Senior White House Advisor for Education.

Botel started his career teaching at Booker T. Washington Middle School in West Baltimore as a Teach For America corps member and went on to serve as founding principal and executive director of KIPP Baltimore. Most recently, he was the executive director of MarylandCAN. Botel holds a bachelor’s and master’s degree in English from the University of Pennsylvania and a master’s degree in education administration and supervision from National-Louis University.

Office of School Turnaround-Focused Monitoring

Date: February 23, 2012

The Honorable Denise Juneau
Superintendent of Public Instruction
Montana Office of Public Instruction
PO Box 202501
Helena, MT 59620 – 2501

Dear Superintendent Juneau:

During the week on September 13-15, 2011, a team from the U.S. Department of Education (ED) reviewed the Montana Office of Public Instruction’s (OPI) administration of Title I, section 1003(g) (School Improvement Grant (SIG)) of the Elementary and Secondary Education Act of 1965 (ESEA) as amended. As part of its review, the ED team interviewed staff at the State educational agency (SEA) and two local education agencies (LEAs). The ED team also conducted site visits to two schools implementing the SIG intervention models, where they visited classes and interviewed school leadership, teachers, parents, and students. Enclosed you will find the monitoring report based upon this review.

In February 2011, ED began its first year of monitoring of the SIG program. The primary purpose of monitoring is to ensure that the SEA carries out the SIG program consistent with the final requirements. Additionally, ED is using its monitoring reviews to observe how LEAs and schools are implementing the selected intervention models and identify areas where technical assistance may be needed and to support effective program implementation.

In line with these aims, the enclosed monitoring report is organized into three sections. The Summary and Observations section describes the SIG implementation occurring in the schools and districts visited, initial indicators of success, and outstanding challenges relating to implementation. The Technical Assistance Recommendations section contains strategies and resources for addressing technical assistance needs identified during ED’s visit. Finally the Monitoring Findings section identifies any compliance issues within the six indicator areas reviewed and corrective actions that the SEA is required to take.

With regards to the Technical Assistance Recommendations provided, we encourage you to employ these strategies to further support the effective implementation of the SIG program. ED staff will continue to follow up with your staff to see how OPI is working to address these issues and make use of this technical assistance.

Please be aware that the observations reports, issues identified, and findings made in the enclosed report are based on written documentation or information provided to ED by the SEA, LEA, or school staff during interviews. They also reflect the status of compliance in Montana at the time and location of ED’s onsite review. The OPI may receive further communication from ED that will require it to address noncompliance occurring prior or subsequent to the onsite visit.

The ED team would like to thank the OPI staff responsible for the SIG program for the assistance provided prior to and during the review in gathering materials and providing access to information in a timely manner

We look forward to working further with your staff to address the issues contained in this report and to improve the quality of the SIG program in Montana.

Sincerely

Carlas L. McCauley, Ed.D.
U.S. Department of Education
Office of Elementary and Secondary Education/
Office of School Turnaround
400 Maryland Ave, SW, 3W222
Washington, DC 20202
(202) 260-0824

cc:
BJ Granbery, Division Administrator and Title I Director
Mandy Smoker-Broaddus, SIG School Transformation Director

Office of School Turnaroudn-Focused Monitoring

Background

Monitoring the implementation of Federal programs and the use of Federal program funds is an essential function of the U.S. Department of Education (ED). The SIG program, authorized under section 1003(g) of the Elementary and Secondary Education Act (ESEA) of 1965, as amended, provides grants to SEAs that States use to make competitive sub-grants 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 in October 2010, SIG funds are to be focused on each State‟s “Tier I,” “Tier II,” and “Tier III” schools.


MONITORING INDICATORS

ED uses monitoring indicators to determine the fidelity of implementation of Federal programs and activities administered by SEAs. The SIG monitoring procedures and protocols concentrate on the following indicator areas: application process, technical assistance, monitoring process, fiscal responsibilities, data collection, and implementation.

2013-2014

Monitoring Plan for School Improvement Grants (SIG) October 1, 2013 to September 30, 2014.

[download files] PDF (511K)


FISCAL YEAR (FY) 2011

Nevada (February 14-18, 2011)
Letter
[download files] PDF (541K) |
[download files] MS Word (41K) Report

Pennsylvania (February 28- March 4, 2011)
Letter
[download files] PDF (454K) |
[download files] MS Word (64K) Report

California (March 7-9, 2011)
[download files] MS Word (74K) Report

Indiana (March 14-18, 2011)
[download files] MS Word (84K) Report

Maine (March 21-25, 2011)
Letter
[download files] PDF (341K) |
[download files] MS Word (61K) Report

Michigan (April 4-8, 2011)
Letter
[download files] PDF (441K) |
[download files] MS Word (51K) Report

Mississppi (May 2-6, 2011)
Letter
[download files] PDF (300K)
[download files] PDF (159K) Report |
[download files] MS Word (123K) Report

Minnesota (May 2-6, 2011)
Letter [download files] HTML|
[download files] PDF (360K)
[download files] PDF (120K) Report |
[download files] MS Word (90K) Report

Nebraska (May 9-13, 2011)
Letter
[download files] PDF (349K)
[download files] PDF (75K) Report |
[download files] MS Word (111K) Report

South Dakota (May 16-20, 2011)
Letter
[download files] PDF (501K)
[download files] PDF (75K) Report |
[download files] MS Word (120K) Report

Tennessee (September 12 – 16, 2011)
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[download files] PDF (431K)
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[download files] MS Word (120K) Report

Montana (September 13 – 15, 2011)
Letter
[download files] HTML

[download files] PDF (84K) Report |
[download files] MS Word (105K) Report

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Montana (May 16-20, 2011)
Letter
[download files] PDF (501K)
[download files] PDF (75K) Report |
[download files] MS Word (120K) Report–>


FISCAL YEAR (FY) 2012

Florida (October 3-7, 2011)
Letter
[download files] PDF (401K)
Report |
[download files] PDF (120K)

Iowa (October 31- November 3, 2011)
Letter
[download files] PDF (501K)
Report |
[download files] MS Word (120K)

Hawaii (December 5-9, 2011)
Letter
[download files] PDF (557K)
Report |
[download files] PDF (199K) | [download files] MS Word (120K)

Texas (December 5-9, 2011)
Letter
[download files] PDF (204K)
Report |
[download files] PDF (289K) | [download files] MS Word (143K)

Illinois (December 12-16, 2011)
Letter
[download files] PDF (453K)
Report |
[download files] PDF (253K)

Georgia (January 9-12, 2012)
Letter
[download files] PDF (138K)
Report |
[download files] PDF (100K)

New York (February 13-15, 2012)
Letter/Report