What are examples of planning and other pre-implementation activities?

The following response is compiled from the Guidance on School Improvement Grants posted by the U.S. Department of Education in March 2015.

The following activities are examples of possible planning and pre-implementation activities that an LEA may carry out using SIG funds, depending on the needs of particular SIG schools. This is not an exhaustive list, nor are all activities necessarily appropriate for all LEAs or schools. Rather, they represent activities that might be appropriate if they are directly related to the selected intervention, are reasonable and necessary for full and effective implementation, are designed to address specific needs identified through the needs assessment, represent a meaningful change that could help improve student achievement, are research-based, and represent a significant reform that goes beyond the basic educational program.

Family and Community Engagement: Hold community meetings to review school performance, discuss the school intervention model to be implemented, and develop school improvement plans in line with the intervention model selected; survey students and parents to gauge needs of students, families, and the community; communicate with parents and the community about school status, improvement plans, choice options, and local service providers for health, nutrition, or social services through press releases, newsletters, newspaper announcements, parent outreach coordinators, hotlines, and direct mail.

Rigorous Review of External Providers: Conduct the required rigorous review process to properly recruit, screen, and select any external providers that may be necessary to assist in planning for the implementation of an intervention model (see H-19a).

Staffing: Recruit and hire the incoming principal, leadership team, instructional staff, and administrative support; or evaluate the strengths and areas of need of current staff.

Instructional Programs: Provide remediation and enrichment to students through programs with evidence of raising achievement; identify and purchase instructional materials that are research-based and aligned with State academic standards, and have data-based evidence of raising student achievement; or compensate staff for instructional planning, such as examining student data, developing a curriculum that is aligned to State standards and aligned vertically from one grade level to another, collaborating within and across disciplines, and devising student assessments.

Professional Development and Support: Train staff on the implementation of new or revised instructional programs and policies that are aligned with the school’s comprehensive instructional plan and the school’s intervention model; provide instructional support for returning staff members, such as classroom coaching, structured common planning time, mentoring, consultation with outside experts, and observations of classroom practice, that is aligned with the school’s comprehensive instructional plan and the school’s intervention model; or train staff on the new evaluation system and locally adopted competencies.

Preparation for Accountability Measures: Develop and pilot a data system for use in SIG-funded schools; analyze data on leading baseline indicators; or develop and adopt interim assessments for use in SIG-funded schools.
Last Updated: 12/9/2016