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Suggested Use of Funds
Below are suggestions that the US Education Department has released framed around each of the 5 goals as well as International Center resources. These are is intended to spark ideas about how districts and schools might use ARRA funds, particularly those available under the SFSF, Title I, and IDEA Part B programs. Districts generally have up to two years to obligate these funds. While many school districts may need to use a portion of their ARRA funds to save jobs, every district and school should be considering how to use these funds to improve student outcomes over the next two years and to advance reforms that will have even longer-term impact.
Please feel free to contact the International Center if you have any questions or would like discuss your needs further (518) 399-2776 or Info@LeaderEd.com.
1. Adopting rigorous standards and high-quality assessments
DOE Suggestion |
Workshops, Training, Coaching |
Products |
Related Resources |
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Increase student participation in rigorous advanced courses such as Advanced Placement, International Baccalaureate, and dual enrollment in postsecondary credit-bearing courses and provide professional development for teachers and counselors to make the expansion possible. |
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Student Engagement – Creating a Culture of Academic Achievement Using the Rigor/Relevance Framework for Planning and Instruction |
Annual Model Schools Conference 2009 Fall Symposium – Sustainable Solutions for School Improvement |
Develop or adopt formative and interim assessments that are valid and reliable for all students, especially students with disabilities and English language learners, and that provide timely data to help educators track and improve student progress. If assessments are technology based, train teachers in how to use this technology. |
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Purchase or adapt a high-quality curriculum aligned with standards with embedded assessments. Include instructional materials appropriate for English language learners and students with disabilities. For two years of ARRA funding, intensively train all teachers in effectively using the curriculum with their students. |
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Strategies for High School Students with Disabilities in the General Education Curriculum Closing the Achievement Gap – A Practical Handbook for Teachers |
2.Establishing data systems and using data for improvement
DOE Suggestion |
Workshops, Training, Coaching |
Products |
Related Resources |
Develop or enhance existing data systems to provide teachers access to (1) student data in such areas as attendance, grades, course schedules, and disability or English language learner status, and (2) data that show academic performance and growth, how those compare to statewide averages for similar students and schools, and whether students are on track to meet standards and graduate from high school. |
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Train principals, teachers, guidance counselors, and other staff to use data to identify the specific help students need to succeed, to adjust classroom instruction to better address student strengths and weaknesses, and to target professional development and other resources on student and teacher needs. |
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Instructional Strategies How to Teach for Rigor and Relevance Student Engagement – Creating a Culture of Academic Achievement How Brain Research Impacts Instruction in Grades K-6 and 7-12 |
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Track the number and percentage of students by school who graduate high school and go on to complete at least one year’s worth of college credit. Use the information to strengthen high school programs and increase the percentage of students going on to college. |
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Annual Model Schools Conference Using the Learning Criteria to Support 21st Century Learners |
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Link districts’ multiple data systems (including student, financial, and personnel) and use resulting information for analyses and reports that enable community, district, and school leaders to better understand the educational and cost effectiveness of district programs and strategies and allocate resources accordingly. |
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Efficiency and Effectiveness Review Annual Model Schools Conference 2009 Fall Symposium – Sustainable Solutions for School Improvement |
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Launch an easy-to-use online Individualized Education Program (IEP) system for students with disabilities that is aligned with state academic standards and can be used by educators to create content-rich IEPs that are aligned with the general education curriculum. |
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Strategies for High School Students with Disabilities in the General Education Curriculum |
3.Increasing teacher effectiveness and equitable distribution of effective teachers
DOE Suggestion |
Workshops, Training, Coaching |
Products |
Related Resources |
Attract effective teachers into high-poverty schools and hard-to-staff subject areas by restructuring personnel operations to increase the pool of high-quality applicants, make timely hiring decisions, place teachers appropriately, and provide feedback to teacher preparation programs on the success of their graduates. Fill shortage areas by supporting teachers in obtaining dual certification in special education or English language acquisition. |
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2010 Leadership Academy |
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Redesign teacher professional development and school schedules to ensure that teacher learning opportunities are sustained, job-embedded, collaborative, data-driven, and focused on student instructional needs. Help teachers master relevant content knowledge, especially for middle and high school teachers in hard-to-staff subject areas, such as math and science. Provide intense professional development over two years and additional training to highly effective teachers who will be able to serve as expert instructional leaders and coaches in the future. |
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Extraordinary Teachers – Differences That Make a Difference Instructional Strategies How to Teach for Rigor and Relevance Using the Rigor/Relevance Framework for Planning and Instruction |
Annual Model Schools Conference 2010 Leadership Academy
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Support new teachers in their first two years on the job through induction programs that include structured mentoring, teacher networks, and extensive professional development. |
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Extraordinary Teachers – Differences That Make a Difference Instructional Strategies How to Teach for Rigor and Relevance Using the Rigor/Relevance Framework for Planning and Instruction Leadership for Rigor, Relevance and Relationships |
Annual Model Schools Conference 2009 Fall Symposium – Sustainable Solutions for School Improvement |
Provide professional development for special education and general education teachers on evidence-based school-wide strategies in reading, math, writing, science, and other subject areas, and positive behavioral supports to improve outcomes for students with disabilities. |
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Strategies for High School Students with Disabilities in the General Education Curriculum |
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Train school staff to partner with families to improve student learning, including helping staff clearly communicate about school programs and individual student progress and fostering involvement in school activities and decision making. Support home visits, family nights, and parent training that help families make informed decisions about their children's academic program, request needed services, assist with homework, and support learning in other ways. |
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Upgrade school leader recruitment efforts and create a two-year program of professional development and coaching, with special attention to new principals, to increase principal effectiveness in raising school performance. |
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2010 Leadership Academy |
4.Turning around the lowest-performing schools
DOE Suggestion |
Workshops, Training, Coaching |
Products |
Related Resources |
Aggressively restructure or close a district’s persistently lowest performing schools and reopen with new leadership and staff, a new research-based instructional model, longer school day and year, and intensive job-embedded professional development for teachers. |
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America’s Most Successful High Schools |
2009 Fall Symposium – Sustainable Solutions for School Improvement 2010 Leadership Academy |
Create 9th grade academies staffed with highly effective teachers to help students transition successfully to high school, and create summer programs that prepare struggling students to be successful in gateway courses, such as algebra, and in college-preparatory Advanced Placement classes. |
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Launch a comprehensive literacy program. In an elementary school, purchase a new reading curriculum that focuses on improving students' oral language competence and academic vocabulary so as to improve comprehension and address the fourth-grade reading drop off. Provide an intensive two-year training program for all teachers and the principal. In a secondary school, train staff and purchase materials for a literacy program that identifies students’ needs, supports literacy development across content areas, and provides interventions for struggling students. |
On-going training on:
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Strategic Reading in the Content Areas – Boosting Achievement in Grades 7-12 |
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Create intensive summer institutes and ongoing support for teams of principals, teachers, and counselors from low-performing schools to analyze data and develop specific action plans for improving student results. |
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America’s Most Successful High Schools |
Annual Model Schools Conference 2009 Fall Symposium – Sustainable Solutions for School Improvement 2010 Leadership Academy |
Develop a data-driven approach to understanding school performance and the causes of low performance; closely monitoring results of restructured schools; providing results to school staff, families and communities; and then using this information to modify approaches and expand successful approaches. |
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School Performance – How to Meet AYP and Achieve Long-term Success |
Using the Learning Criteria to Support 21st Century Learners |
5.Improving results for all students
DOE Suggestion |
Workshops, Training, Coaching |
Products |
Related Resources |
Strengthen preparation for college and careers. Offer dual enrollment courses and student internships and train school staff to help students understand college and career options, provide effective guidance, and create a college-going culture. For students with disabilities, employ transition coaches for two years to identify work-study, community service, internship, college, and career opportunities and to establish community partnerships that can endure after two years. |
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Student Engagement – Creating a Culture of Academic Achievement |
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Conduct reviews, demonstrations, and evaluations that enhance effectiveness. Invest in studies and reviews that can strengthen programs over time. For example, assess the rigor of coursework in high-poverty schools in order to revise the curriculum and develop instructional programs for gifted and talented students in those schools. Likewise, systematically review the district’s central operations and budget to identify opportunities for reallocating resources to better support district priorities. |
Comprehensive whole school reform including:
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Achieving AYP Using State-specific Curriculum Matrix Data School Performance – How to Meet AYP and Achieve Long-term Success Using the Rigor/Relevance Framework for Planning and Instructions |
Efficiency and Effectiveness Review |