Anywhere Schoolwide School
Schoolwide-Title 1 Plan
#1 Comprehensive Needs Assessment:
A comprehensive needs assessment is the vehicle for clarifying the direction and the
priority need areas on which the schoolwide program will focus. In determining a
comprehensive needs assessment, a school must have a clear picture of its current status
before it can plan strategic comprehensive changes. A comprehensive needs assessment
(Data and Portfolio) is based on the following priority need areas: demographics,
perceptions, school programs/processes and student learning. Schools are encouraged to
use existing school portfolios-needs assessments as long as the data is current and reflects
the current school’s priority needs. A comprehensive needs assessment for a schoolwide
must focus on the needs of the whole school including the needs of educationally
disadvantaged students. The needs assessment for the schoolwide program must involve
participation from the entire school community.
Through the development of a comprehensive needs assessment, a school identifies its
strengths and weaknesses and specifies priorities for improving student achievement and
meeting the state’s academic learning standards.
The school portfolio is the tool for clarifying the direction of the new Title I Schoolwide
plan. The portfolio should focus on the following information:
Student Achievement
Curriculum and Instruction
Professional Development
Family and Community Involvement
School Organization and Opportunities for all students
In developing the needs assessment, numerous sources of information are gathered to
help tell “the story” of the school. Effective data collection, analyzing information, and
clear goal setting will determine the directional priority needs of the Title I Schoolwide
plan.
1
#1 Comprehensive Needs Assessment
A. Provide a brief description of your school and the community in which your school is
located in order to provide a context for your plan. ___________________________
____________________________________________________________________
____________________________________________________________________
B. Needs of all students: Describe how the needs assessment was conducted and how it
will address the needs of all students in the school (including regular education,
special education, gifted, migrant bilingual, as well as Title 1-with emphasis on a
particular focus on the needs of the disadvantaged). Broaden prioritized concerns?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
C. Describe the challenges of the current program (i.e. high mobility rate, high
absenteeism, transition, etc.)_____________________________________________
____________________________________________________________________
____________________________________________________________________
D. Review the themes of your program (i.e. math, reading, parent involvement, school
climate, etc.) for the Schoolwide program. Show how the themes are aligned to the
Nine Characteristics of High Performing Schools, align to the goals of the EALRs
and GLEs, and clearly address the needs of the target population in the whole
school.______________________________________________________________
____________________________________________________________________
____________________________________________________________________
E. An Overview of Your School: Include a description of the school attendance area
(i.e. type of neighborhood, economic factors, type of work and availability of such,
availability of resources such as library, clinics, and social service agencies). _____
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
F. Strength of Current Program ____________________________________________
____________________________________________________________________
____________________________________________________________________
G. Weakness of Current Program ___________________________________________
____________________________________________________________________
____________________________________________________________________
H. Prioritization of Needs: Briefly describe the process used to identify your highest
priority areas needing improvement. ______________________________________
____________________________________________________________________
____________________________________________________________________
I. Describe the process used to collect and analyze data across the five schoolwide
planning dimensions: student achievement, school context and organization,
professional development, curriculum and instruction, and family and community
involvement. __________________________________________________________
____________________________________________________________________
____________________________________________________________________
2
#2 Schoolwide Reform Strategies:
In clarifying needs and finding research-based strategies, the planning team can decide
what specific changes in the instructional program and services will need to be made.
Understanding the causes of the problems enables team members to use evidence to
support their solutions and to tailor solutions to fit specific needs of the schoolwide
program. The duties of the team are now to sort out priorities, analyze problems and
determine effective goal solutions. The schoolwide team works in the following areas:
A. Analyze and determine priority need areas identified to improve student
performance;
B. Investigate solutions from research and select best practice;
C. Select solutions that best fit the local school in recommending meaningful
change in the school program.
Schoolwide reform strategies:
Provide opportunities for all children to meet the state standards and use effective
methods and instructional strategies based on scientifically based research that
strengthens the core academic program in the school, increase the amount and quality of
learning time, include strategies for meeting the educational needs of historically under
served populations and strategies to address the needs of all children in the school.
Such schoolwide reform strategies that:
`
1. Provide opportunities for all children to meet the state’s student academic
standards;
2. Will use effective methods and instructional strategies that are based on
research that—
a. Strengthens the core academic program in the school;
b. Increases the amount and quality of learning time, such as providing
extended school year and before and after school programs, summer
programs and opportunities, and helps provide an enriched and
accelerated curriculum; and
c. Includes strategies for meeting the educational needs of the historically
underserved populations;
3. Include strategies to address the needs of all children in the school, but
particularly the needs of low-achieving children and those at risk of not
meeting the state achievement standards who are members of the target
population of any program that is included in the schoolwide program.
4. The schoolwide program will address how the school will determine if such
needs are being met and consistent with, and designed to implement the state
local improvement plans.
3
#2 Schoolwide Reform Strategies:
A. List the goals of the Schoolwide program. These goals should be established to meet
the needs of all students and ensure that the educationally disadvantaged children
are being served effectively in the Schoolwide plan. ___________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
B. Base Schoolwide plan on the goal of improving student achievement. _____________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
C. Utilize instructional strategies: (i.e. strategies that will increase the amount and
quality of learning time to provide an enriched and accelerated curriculum. _______
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
D. Describe the key components of the math and reading instructional program of the
school. Describe how the mathematics and reading programs will be organized and
delivered to your whole school. ___________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
E. Describe the research base or evidence of effectiveness that supports the strategies
you have selected. _____________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
F. Describe the components of the instructional program that will meet the needs of the
special populations. ____________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4
#3A Instruction by Highly-Qualified Staff:
No Child Left Behind (NCLB) Highly Qualified Teacher Qualifications Requirements
1. Highly qualified teacher qualification requirements of NCLB
a. Has earned a least a bachelor’s degree, and
b. Holds full state certification, and
c. Has demonstated subject matter knowledge and teaching skill in each core
academic subject in which the teacher is assigned to teach. Demonstrated
competence can be measures through a variety of paths based on the
teacher’s education, professional learning experiences and teaching
experiences.
2. All teachers with primary responsibility for instruction in one or more of the core
academic subject areas must meet the federal definition of highly qualified within
the time frame.
3. Core academic subjects are language arts, reading, English, science, mathematics,
history, government, geography, economics, arts (music, dance, theatre, visual
arts), civics, and foreign language.
4. Timeframe for compliance with federal qualifications requirements:
a. Title I Schoolwide or Targeted Assistance Programs:
i. Teachers of core academic subjects who are hired after the first
day of the 2002-2003 school year and who are teaching in
programs supported with Title I funds (schoolwide or targeted
assistance) must meet the highly qualified definition at time of
hire.
ii. Teachers who are working in the programs supported with Title I
funds (schoolwide or targeted assistance) prior to the start of the
2002-03 school year and/or teachers who are transferring to such
programs within their district have until the end of the 2005-06
school year to meet federal requirements.
5. School districts have a responsibility to support and monitor teacher progress
toward meeting the goal of satisfying the federal definition of a highly qualified
teacher. They are required to:
a. Have a plan to ensure that all teachers meet the definition by the end of the
2005-06 school year.
b. Identify teachers that meet this definition(Certified before 1987 or
endorsed certificate holders).
c. Collect and report annual data reflecting the requirements of OSPI.
d. Maintain records at either the school or district level.
5
#3A Instruction by Highly Qualified Teachers (Professional Development Plan)
A. Describe the provisions for training teachers, paraeducators, parents and other staff,
and explain how the professional development activities will support the Schoolwide
program goals. _______________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
B. Describe how the trainings will coordinate and focus on successful student
performance on the State Essential Learnings. _______________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
C. Describe how activities will ensure that instruction will be provided by highly
qualified staff. ________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
6
#3B Instruction by Highly Qualified Paraeducator Staff
Washington’s Guideline’s to Fulfill the No Child Left Behind (NCLB)
Title I Paraeducator Requirement:
Title I, Section 1119(g) states that all paraeducators who are performing instructional
duties and are funded with Title I funds, including all paraeducators performing duties in
a schoolwide building, must meet specific requirements. The purpose of these
requirements is to help ensure the instructional team in providing successful learning
experiences for students, particularly students receiving Title I funds. These
requirements are:
1. Paraeducators must currently have a secondary school (high school) diploma
or its recognized equivalent, and
2. Paraeducators must fulfill one of the following requirements:
a. Complete at least two years of study at an institution of higher
education; or
b. Obtain an associate (or higher) degree; or
c. Meet a rigorous standard of quality and can demonstrate, through
formal state or local academic assessment,
i. Knowledge of, and the ability to assist in instructing reading,
writing, and mathematics; or
ii. Knowledge of, and the ability to assist in instructing, reading
readiness, writing readiness, and mathematics readiness as
appropriate.
Paraeducators hired prior to or on January 8, 2002, have until January 8, 2006 to meet
one of the three requirements listed above. Paraeducators hired after January 8, 2002
must meet one of the three requirements when hired.
Options and Pathways to Fulfil Paraeducator Requirement of NCLB:
1. Two years of study at an institution of higher education option; or
2. Associate (or higher) Degree option; or
3. Formal Assessment Option: Common knowledge and skills relative to
Washington;
a. ETS ParaPro Assessment Pathway; or
b. Paraeducator Portfolio Assessment Pathway; or
c. School District Paraeducator Assessment Pathway; or
d. Paraeducator Apprenticeship Program Pathway
7
#3B Instruction by Highly Qualified Teachers (Professional Development Plan)
D. Describe the provisions for training teachers, paraeducators, parents and other staff,
and explain how the professional development activities will support the Schoolwide
program goals. _______________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
E. Describe how the trainings will coordinate and focus on successful student
performance on the State Essential Learnings. _______________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
F. Describe how activities will ensure that instruction will be provided by highly
qualified staff. ________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
8
#4 Professional Development Activities:
In accordance with Section 1119 and subsection (a), highly qualified and ongoing
professional development for teachers, principals, paraeducators and, if appropriate, pupil
services personnel, parents, and other staff to enable all children in the school to meet the
state’s student academic standards.
This section should include the professional development plan for the entire school.
Regardless of the funding source--regular district funding, or Title I, Title II, and similar
No Child Left Behind Title programs--all professional development activities should be
focused on successful student performance on the State Essential Learnings (EALR’s).
Professional development in a schoolwide program requires:
A. The provision of instruction by highly qualified professional staff;
B. The support of intensive and sustained professional development
C. To inclusion of teachers in decisions regarding the use of the assessments in
order to provide information on student performance, and how to improve
students’ performance and the overall instructional program.
Extrapolate from each action plan together with any district-wide initiatives to create a
professional development plan and calendar. A description of how professional
development is sustained and how district resources (including Title I set-aside funds)
support the school’s professional development.
9
#4 Professional Development Activities:
A. List opportunities for on-going professional development. ______________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
B. List enhancements to the educational program for the school year. ______________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
C. List how you will provide internal feedback—a tool or mechanism to monitor and
adjust the Schoolwide program as needed to better meet the needs of the school
community. __________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
D. Determine how the team will meet on a regular basis to adjust the program in a
timely way if school is not meeting satisfactory progress. ______________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
E. Describe the on-going and embedded support and follow-up to professional
development to ensure staff implementation and effective use of the learned
instructional skills and strategies. _________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
10
#5 Attract High-Quality, Highly Qualified Teachers:
Section 1114 Schoolwide Programs.
The Schoolwide program shall include strategies to attract high-quality, highly qualified
teachers to high-need schools.
The professional development plan should include a description of strategies used to
attract highly qualified staff to work with the most-at-risk students.
11
#5 High-Quality Highly Qualified Teachers:
A. List strategies to attract high quality highly-qualified staff. _____________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
B. Do teachers have adequate knowledge and certification to teach and assess their
areas or subjects? _____________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
C. Do teachers receive substantive feedback through periodic observations? _________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
12
#6 Strategies To Increase Parent Involvement:
One of the advantages of the schoolwide program is the opportunity to use Title I
resources to support activities for all parents. Successful parent involvement requires
providing activities that parents value. In exemplary parent involvement programs,
parents actively participate in designing, implementing, and at the district or evaluating
these activities.
No Child Left Behind (NCLB) requires the schoolwide program:
A. To ensure a parent involvement policy is place at the district or school level.
B. To reinforce strong parent involvement, the plan must include strategies for
parental communications, a school-parent-student compact, and procedures
for building capacity.
A clear description of the process used to communicate with parents of students not
meeting standards, as well as the process used to develop and implement the compact,
should be included. A copy of the Parent-Teacher-Student compact should be in
languages other than English as appropriate.
Extrapolate from each action plan and include any current school and district wide
initiatives to parent/community involvement in the school.
13
#6 Strategies to Increase Parental Involvement
A. Include School-Parent Compact __________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
B. Include parent surveys __________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
C. Include strategies for parent communication ________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
D. Include timeline for parent activities _______________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
E. Describe any family-support networking strategies ___________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
F. Describe how you are building capacity for involvement _______________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
G. Describe links to family health services programs ____________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
H. Describe how progress will be reported to parents ___________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
14
#7 Transition Plans From Preschool and Between Grade Levels:
Under No Child Left Behind (NCLB), coordination of programs and services is a major
consideration for the schoolwide program. The following efforts to coordinate with other
programs and agencies should include:
A. Assisting preschool children in the transition from early childhood programs,
such as Even Start, Head Start/ECEAP, Pre-kindergarten, or the Title I preschool
program, to local elementary school programs; and assisting students in transition
between grade levels and schools.
B. Developing the schoolwide program plan in coordination with programs under
NCLB, Violence Prevention programs, nutrition programs, housing programs,
Head Start, adult education, vocational and technical education, and job training.
C. Coordinating and integrating parent involvement activities with other
programs.
The key element of the transition plan is to develop plans to help preschool children from
early childhood programs to elementary school and other related program transitions.
15
#7 Transition Plans For Preschool and Between Grade Levels
A.
Describe how you will assist all district programs in transition between programs
and schools (include preschool and other related program transitions). __________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
B.
Describe other transitions that may be applicable to your schools, such as
elementary to middle school, middle school to high school, and high school to postsecondary. __________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
C.
Describe on-going coordination with other programs and agencies. ____________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
16
#8 Teacher Included In Assessment Decisions:
Accountability for the schoolwide program is the same for all schools. The basis for
evaluation is student progress as demonstrated on the state’s assessment system which is
aligned with challenging content and performance standards. The law requires that the
schoolwide program include teachers in decisions regarding the use of additional
assessments in order to provide information on, and to improve, students’ performance
and the overall instruction program.
Washington State Assessment System (WASL, ITBS, ITED) provides the foundation
layer for program evaluation.
The plan should describe how assessment will be reported to parents.
17
#8 Teachers Included In Assessment Decisions
A. Describe measures utilized to include all teachers in the assessment decision. ______
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
B. Describe how student progress is aligned to the state’s assessment system and is
aligned to the standards (i.e. Curriculum Mapping strategies for alignment to state
standards). ___________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
C. Describe how assessment will improve instructional practices. __________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
D. Describe the procedures for measuring and reporting annual student progress. ____
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
E. Describe how and when the on-going implementation of the schoolwide program will
be evaluated and adjusted as needed. ______________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
F. Describe the process to be used by the school and district to annually review and
update the schoolwide plan to ensure that progress is being made toward the goals of
the plan. _____________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
18
#9 Strategies For Providing Timely Additional Assistance To Students
Experiencing Difficulties Mastering Standards:
The schoolwide reform strategies for assisting students who experience difficulty
mastering the proficient or advanced levels of the academic achievement standards
required by Section 111(b) (1) shall be provided with effective, timely, additional
assistance which shall include measures to ensure that students’ difficulties are identified
on a timely basis and to provide sufficient information on which to base effective
assistance.
Strategies for providing timely, additional assistance to students experiencing difficulties
mastering standards (disadvantaged, minorities, ESL, disabilities and other students-at
risk). Include strategies that :
1. Encourage systematic change to the current instructional program to help
disadvantaged students and the whole school population.
2. Base strategies on results from assessments, research literature, visits to other
programs, professional staff development activities, workshop, or classes.
3. Based on results that have been analyzed with prioritized needs
4. Use the core team to pull all parts together in a coherent program plan.
19
#9 Providing Assistance to Students Experiencing Difficulty
A. Description of the process used to identify students experiencing difficulty meeting
standards.___________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
B. Describe strategies for providing timely assistance to students experiencing
difficulties mastering standards.__________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
20
#10 Coordinated and Integrated Federal, State and Local Services:
A schoolwide program shall include coordination and integration of Federal, State, and
local services and programs, including programs supported under this NCLB Act,
violence prevention programs, nutrition programs, housing programs, Head Start, adult
education, vocational and technical education, and job training.
The schoolwide program is required to include:
A. A list of the local, state, and federal programs included in the schoolwide
model for flexibility of fiscal accountability.
B. How Title I funds and funds from other sources will be used to implement the
schoolwide plan.
C. How Title I funding will supplement state and local funding.
D. Provide a brief budget narrative explaining how funds listed in the table will
be used to support the schoolwide plan.
21
#10 Coordinated and Integrated Federal, State and local services
A. Describe Title 1 funds and funding from other sources that will be used to implement
the Schoolwide plan. ___________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
B. Complete a narrative list of all technical assistance providers who have helped to
develop the School plan. ________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
C. Explanation of how funds support schoolwide program goals. __________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
D. Budget narrative explains how funds will support the schoolwide effort. __________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
22
REVENUES FOR SCHOOLWIDE PROGRAMS
Federal Revenues
The Secretary of Education authorizes a schoolwide program school (building) to use funds or services that
the school receives from certain federal education programs administered by the Secretary to upgrade its
entire educational program as long as the intent and purposes of each program are met.
Federal programs that may be consolidated in schoolwide programs include:
 Title I, Part A of ESEA: Improving the Academic Achievement of the Disadvantaged
 Title I, Part B-3 of ESEA: Even Start Family Literacy Programs
 Title I, Part C of ESEA: Education of Migratory Children (See exception #3)
 Title I, Part D of ESEA: Prevention and Intervention Programs for Children and Youth Who are
Neglected, Delinquent, or At-Risk (See exception #4)
 Title II of ESEA: Preparing, Training and Recruiting High Quality Teachers and Principals
 Title II, Part D of ESEA: Enhancing Education Through Technology
 Title III of ESEA: Language Instruction for Limited English Proficient and Immigrant Students
 Title IV, Part A of ESEA: Safe and Drug-Free Schools Program
 Title V, Part A of ESEA: Innovative Programs
 Title VII of ESEA: Indian, Native Hawaiian, and Alaska Native Education (See exception #5)
 Title VIII of ESEA: Impact Aid
 Individuals with Disabilities Education Act (IDEA), Part B (See exception #1)
 Title X Stewart B. McKinney Homeless Assistance Act: Education for Homeless Children and
Youth
 Carl D. Perkins Vocational and Applied Technology Act
23