Developing Achievement Based Accountability: The Title 1 Schoolwide Model
Providing the Tools For Change
Schoolwide programs are unique because they allow schools to blend many of their federal, state, and local funds when planning their school program and budget. Consolidated funds can be used to fund the entire school program.
All students are eligible to participate in the schoolwide program.
Under federal law, only Title I, Part A schools having at least 40 percent of students living in poverty may qualify to operate as a Schoolwide program.
The primary goal of the Schoolwide program is to ensure all students, particularly those who are low-achieving, demonstrate proficient and advanced levels in the state academic achievement standards.
The improved achievement is to result from improving the entire educational program of the school.
Ten Required Components of the Schoolwide Program Plan
There are ten federally required components that must be included in the Schoolwide plan.
Component One: The Comprehensive Needs Assessment
A school operating a Schoolwide program must conduct a comprehensive needs assessment that identifies the school’s strengths and challenges in key areas that affect student achievement.
Component Two: Schoolwide Reform Strategies
The Schoolwide plan must incorporate reform strategies that give students the opportunity the meet the state’s academic achievement standards.
To strengthen the core academic program, Schoolwide reform strategies must be based on scientifically based research.
Component Three: Instruction by Highly Qualified Teachers
Instruction by highly qualified teachers must be provided to all students.
Component Four: Professional Development
High quality and ongoing professional development must be provided for teachers, principals, and paraprofessionals, and if appropriate, pupil services personnel, parents, and other staff to enable all children to meet the state academic standards.
Component Five: Attracting High-Quality Teachers
The Schoolwide plan must include strategies to attract highly qualified teachers to high need schools.
Component Six: Parent Involvement
The Schoolwide program must include a plan to increase parental involvement at the school and may include family literacy service.
Component Seven: Transition
The schoolwide plan must address the transition of preschoolers from early childhood programs to local elementary school programs.
Component Eight: Teacher Decision Making
The Schoolwide plan must include teachers in decision making about assessments.
Component Nine: Assistance to Student Experiencing Difficulty
The Schoolwide plan must include activities to ensure that students who have had difficulty mastering the proficient and advanced levels of academic standards receive effective, timely supplemental assistance.
Component Ten: Coordination and Integration
Schoolwide schools should coordinate and integrate federal, state, and local services and programs.
The Schoolwide plan must include an evaluation design that determines the plan’s effectiveness in meeting its goals and objectives.
The Schoolwide plan must include a list of the federal, state, and local funds being combined.
Scientifically-based research must be utilized when planning the Schoolwide program
School Improvement School Improvement Plan Nine Characteristics of High Performing Schools Title I, Part A, Schoolwide Plan
Some thoughts on change :
“ Change is easy, as long as it’s everyone else who needs to change. All other times, change is hard.”
“ Even if you’re on the right track, you’ll get run over if you just sit there.”
“ The time is always right to do what is right.”
Dr. Martin Luther King
“ A mind stretched to a new idea, never goes back to its original dimensions.”
Oliver Wendell Holmes
Next Steps Time for grade levels to discuss Title 1 School-wide (March 10) Ask questions (March 10) Initial School-wide team meeting on Thursday, March 11 @ 3:30 Report to teams on Wednesday, March 17; New questions Follow-up with teams (March 24) Whole staff meeting (March 31)