Key Strategies, Practices, and Policy for Successful School Turnaround in Priority Schools
Despite largely mixed reports about the impact of School Improvement Grants (SIGs) on school improvement nationwide, Massachusetts has experienced proven success with these grants. Massachusetts’ experience provides an excellent example of how states can leverage federal Title I funds (e.g., SIGs) and state laws to improve student achievement. This presentation highlights specific turnaround strategies or activities that distinguish schools and districts able to improve student outcomes from schools struggling to do so, despite similar supports (e.g., grants). These strategies include meaningfully engaging school leaders and teachers as active participants in planning for and delivering high-quality individualized instruction that meets each student's needs, actively engaging families in student learning, and ensuring that students receive supports both in and out of the classroom, and both academic and non-academic, to ensure continued engagement in their own learning.
Download Session Materials
- 2016 Turnaround Practices Evaluation and Resources Overview with hyperlinks.pdf
Erica Champagne oversees Massachusetts' implementation of the federal School Improvement Grants (SIG) program.
Since, 2009, Mr. Lane has worked closely with Massachusetts to support the administration of the school improvement grant (SIG) program and the design and implementation of the state’s Turnaround Initiative for underperforming/priority districts and schools.
Dr. Therriault is project director for the ED-funded state, district and school profiles focused on the use of SIGs and supports several evaluations of school improvement programs in Massachusetts.
Amanda Trainor is the Turnaround Assistance and Research Coordinator at the Office of Effective Practices in Turnaround at the Massachusetts Department of Elementary and Secondary Education. Her work includes managing Massachusetts’ SIG program implementation and supporting low-performing schools and districts. Amanda studied English at Northeastern University, education policy at Boston University, and is currently a doctoral student at the University of Massachusetts-Lowell, where she is studying educational research and evaluation methods. Her research interests include career technical education and workforce development.