Supports for Federally Identified Schools

The Office of School Improvement provides support for federally identified schools and divisions as schools engage in each stage of the Virginia Continuous Improvement Process.

Federal Grant Opportunities

The Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act of 2015, provides federal funding to support schools in need of improvement. These funds are designed to help local educational agencies implement evidence-based strategies that raise student achievement, close opportunity gaps, and ensure equitable access to high-quality education. There are two key School Improvement Grant sources available to support these goals: The School Improvement Grant and Direct Student Services.

Selecting Evidence-Based Interventions (EBI)

As defined by ESSA, an Evidence-Based Intervention (EBI) is an activity, strategy, or intervention that demonstrates a statistically significant effect on improving student outcomes based on strong evidence, moderate evidence, or promising evidence; or demonstrates a rationale based on high-quality research findings that such an intervention is likely to improve student outcomes. ESSA requires federally identified schools to include evidence-based interventions within their school plans (§1111(d)(1)(B)(ii); §1111(d)(2)(B)(ii); §1111(d)(2)(C)). Federally identified schools must continue implementing evidence-based interventions until it exits its status as an identified school.

Identifying Resource Inequities

Under the Every Student Succeeds Act (ESSA), school divisions are required to identify and address resource inequities, both fiscal and non-fiscal, particularly in schools identified for Comprehensive Support and Improvement or Additional Targeted Support and Improvement (ESEA section 1111(d)(1)(B)(iv); ESEA section 1111(d)(2)(C)).

Resource Allocation Review

Under ESSA, Virginia must periodically conduct a Resource Allocation Review to support school improvement in each LEA in the State serving a significant number of schools identified, which is defined as 40% or more Comprehensive Support and Improvement or Additional Targeted Support and Improvement schools in the division or 10 or more Comprehensive Support and Improvement schools (ESSA §1111(d)(3)(A)(ii)). This review occurs during the three-year identification cycle.

A Resource Allocation Review (RAR) is a collaborative, inquiry-based process to support school divisions and schools with aligning fiscal, human, and instructional resources to improve student outcomes. Reallocation of resources may not always occur, but the review could help LEAs and schools identify potential inequities in resource allocation (ESSA §1111 (d)(3)(A)(ii)).

It is not an audit or intended to be punitive in any way. The aim is to make the connection between resources and student outcomes, adjusting as necessary.