STATEMENT of PURPOSE
TITLE I—Program Description for Improving the Academic Achievement of the Disadvantaged
The purpose of Title I of the Elementary and Secondary Education Act of 1965 is to ensure that
all children have a fair, equal, and significant opportunity to obtain a high-quality education
and reach, at a minimum, proficiency on challenging State academic achievement standards
and state academic assessments.
As amended by the No Child Left Behind (NCLB) Act of 2001, Title 1 is designed to help
disadvantaged children reach high academic standards. As part of the NCLB, states must
use academic assessments and other indicators to annually review the progress of each
school to determine whether the school makes adequate yearly progress. This purpose can be
accomplished by:
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closing the achievement gap between high- and low-performing children, especially the
achievement gaps between minority and nonminority students, and between disadvantaged
children and their more advantaged peers;
ensuring that high-quality academic assessments, accountability systems, teacher
preparation and training, curriculum, and instructional materials are aligned with challenging
State academic standards so that students, teachers, parents, and administrators can
measure progress against common expectations for student academic achievement;
meeting the educational needs of low-achieving children in our Nation's highest-poverty
schools, limited English proficient children, migratory children, children with disabilities,
Indian children, neglected or delinquent children, and young children in need of reading
assistance;
providing children an enriched and accelerated educational program, including the use of
school wide programs or additional services that increase the amount and quality of
instructional time;
promoting school wide reform and ensuring the access of children to effective, scientifically
based instructional strategies and challenging academic content;
significantly elevating the quality of instruction by providing staff in participating schools with
substantial opportunities for professional development;
holding schools, local educational agencies, and States accountable for improving the
academic achievement of all students, and identifying and turning around low-performing
schools that have failed to provide a high-quality education to their students, while providing
alternatives to students in such schools to enable the students to receive a high-quality
education;
providing greater decision making authority and flexibility to schools and teachers in
exchange for greater responsibility for student performance; and
affording parents substantial and meaningful opportunities to participate in the education of
their children.
TITLE I SCHOOLWIDE PROGRAMS
All EAA schools are Title I schools. The designation is based on the percentage of students in
the school who are eligible for free or reduced price meals or the poverty index.
Once a school is identified as Title I, the staff begins to plan a Title I School wide Program.
School wide programs provide flexibility in the use of Federal funds, thereby allowing
principals to design programs that will enhance the learning of all students in the school.
As part of the implementation of a school wide program, each Title I school is required to write
a School Improvement Plan (SIP), is referred to as the SIP.
School Improvement Plan Requirements
The School Improvement Plan should be written to improve the academic performance of all
students in the school while focusing, primarily, on the educational needs of low performing
students. The plan should reflect the various strategies the staff intends to implement during
the upcoming year.
School improvement is the required, ongoing process that involves the entire school community
in the review and improvement of the total school environment. The process includes the
cyclical analysis of data to develop and implement goals and strategies. These strategies are
then regularly assessed and evaluated.
Summary of Requirements
 Involvement of staff, parents, and community
 Data-based planning (needs assessment)
 Goals focused on student mastery of state content and performance standards
 Development of research-based strategies that include interventions for improving
instruction, parent involvement, staff development, and additional strategies to support
at-risk students
 Development of an ongoing evaluation plan, including assessment and analysis of
student mastery of standards
Additional Title I Plan Requirements
1. The Title I plan components must include:
 Assessment/progress indicators
 Assistance descriptions
 Details on how other program funds will be coordinated
 Poverty criteria
 Program improvement options
 Choice options
 Staff qualifications
 Homeless services (if applicable)
 Parent involvement activities
 Extended learning opportunities, and
2. The plan development require consultation (staff, parents, etc.)
3. In Michigan, the local school district plan must be part of the consolidated plan (reported on
MEGS).
A Summary of State and Federal Required Plan Components
A mission statement that defines the school’s purpose(s) for educating all students
and that is aligned with the District’s mission.
______ 2. An aligned curriculum with aligned instruction based on the state core curriculum.
______3. A site-based plan development process.
______4. A representative planning team, including active roles for parents as part of a defined
parent involvement policy.
______5. A comprehensive needs assessment, including disaggregated data, which is reviewed
and reported and used in planning.
______6. A process to identify eligible students and an articulated plan for meeting their needs
in all core academic areas with documented program delivery (for both Targeted
Assistance Schools and School wide Projects).
______7. Academic goals for ALL students based on data-driven needs.
______8. Effective strategies that are based on scientific research (as proven effective) that
include increased amount/quality of time, reduced class size (Title II, Part A),
technology integration, and alternative educational opportunities.
______9. A needs-based professional development plan developed by (and for) stakeholders,
and utilizing scientifically-based research to address different learning styles and
needs. The driving purpose is to meet School Improvement goals and to achieve AYP
(and ultimately proficiency) for all groups and students.
______10. An ongoing evaluation plan that:
a) Analyzes impact of methods, strategies, and services on goal attainment (Is it
being taught? Are the students being successful? How do you know?)
b) Utilizes state assessments as well as alternative measures (including authentic
assessment)
c) Shares and reports results (at least annually).
______11. A parent (and community) involvement plan and policy that includes strategies that
build capacity for involvement and help parents provide assistance to their children
(and includes a parent compact). Parents are to be involved in program and plan
development and evaluation. Plans also need to define how the utilization of
community resources will be improved.
______12. A coordination plan/policy that includes Title II, preschool programs with transition
plans, and services for defined populations (LEP students, migrant students. etc.).
This plan should also include all District and local service agencies. At-risk preschool
children must be monitored for at least two years and given priority for Title I service.
______13. Improvement plan revisions based on AYP status, including targeted professional
development (at weaknesses) that utilizes a required 10% of the Title I allocation to
meet the needs of all students.
______ 1.
The school must also write a Parent Involvement Plan (PIP). The strategies included in this
document must be outlined in the SIP.
Each SIP is unique, resulting in effective and efficient approaches to the delivery of
instructional services. Writing the School Improvement Plan is a team effort and should include
the collective voice of the administration, teachers, parents and students. Moreover, the plan
must include the following Ten Components:
1.
A comprehensive needs assessment of the entire school should be based on the
performance of students in relation to standards and State assessments, as well as the
Elementary and Secondary Education Act (ESEA). The needs assessment should include:
 objectives based on the standards and State Assessment;
 objectives designed to assist all subgroups in meeting proficiency; and
 the most recent data that shows the performance of each subgroup.
2.
School wide reform strategies should:
 provide opportunities for all students to meet the state’s proficient and advanced
level of student achievement.
 use effective methods and instructional strategies based upon scientifically based
research that:
▪ strengthen the core academic program in the school.
▪ increase the amount and quality of learning time, such as providing an extended
school year, before and after school programs, summer programs, as well as
opportunities that help provide an enriched and accelerated curriculum.
▪ address the needs of all students in the school, particularly the needs of those
who are low-performing, underserved, and at risk of failing to meet standards.
▪ address how the school will determine if such needs have been met.
▪ be consistent with and designed to implement the State and District Improvement
Plans.
3.
Instruction by “highly qualified teachers” should include:
▪ consistent and sustainable staff development at the school, District, State, and national
level; collaboration during grade level, learning team, and faculty meetings to discuss
strategies and instructional models designed to increase student achievement.
collaboration and discussion of interventions for at-risk students, including those who
are underserved.
mentoring and modeling of lessons for teachers.
planning time to prepare focus lessons to meet the needs of diverse learners.
continuous review of school and student data to plan instruction.
4. High quality and continuing professional development should be provided for teachers,
principals, paraprofessionals, pupil services personnel, parents, and other staff to ensure
all students in the school meets standards. School administrators must allocate
sufficient resources to effectively carry out professional development activities. High
quality and ongoing professional development should:
 reflect the objectives of the School wide Plan and budget.
 be continuous and use data that support the effectiveness of the training as it links
to student achievement.
 be scientifically research-based.
5. Strategies to attract highly qualified and highly effective teachers to low performing
schools with emphasis on:
 safe and secure working environment.
 continuous professional development for the staff and time for professional learning
communities meeting and planning times.
 professional collaboration and planning time.
6. Strategies to increase family involvement should:
 involve families and the community in decision-making policies and planning at the
school center.
 inform families of school activities and encourage their involvement, provide families
with training in reading, writing, and math.
 encourage volunteers and business community partnerships.
 encourage families to participate in classroom and school wide events and provide them
with extensive workshops that build their capacity.
 provide families and community the opportunity to evaluate family i n v olvement
initiatives.
 provide staff members with training on the importance of family involvement.
7.
Plans for assisting students in transition from early childhood programs, such as
Great Start or a State-run preschool program, to a local elementary school program or
to and from middle school should be included. The law requires transition plans for
preschool to elementary school. Transition plans for elementary school to middle
school and middle school to high school are not required, but are recommended.
Strategies to assist students in transition should:
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inform families of requisite readiness skills during kindergarten registration;
 offer preschool programs and collaborate with kindergarten teachers regarding
standards;
 include a collaborative effort between school personnel and District personnel to
examine standards in Pre-K and kindergarten;
 provide opportunities for elementary school personnel to meet with middle school
personnel to discuss student transition.
 provide opportunities for transitioning students to tour middle and high schools.
8.
Measures to include teachers in the decisions regarding the use of academic
assessments s o that they can provide information on and improvement of the
achievement of individual students and the overall instructional program should allow
them to:
 collaborate frequently with administration and colleagues to analyze data and inform
them of student needs during Professional Learning Communities;
 record and graph data to drive instruction and student groupings.
 plan appropriate focused lessons for diverse learners.
 administer assessments to measure student growth.
9. Activities to ensure that students who experience difficulty mastering the proficient
or advanced levels of standards will be provided with effective, timely additional
assistance that may include the following strategies:
the use of data to provide organizational grouping of students to meet their needs.
a wide range of material and specific strategies to target students’ needs.
tutorial and homework assistance programs offered to build student success.
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extended learning opportunities that include Saturday, before school, and after school
tutorial programs using “best practice” strategies and current student data.
computer technology courses that offer tutorial assistance in core subject areas.
hiring teachers to teach specific academics to targeted or advanced students.
10. Coordination and integration of Federal, State, and local services including programs
related to Title I, violence prevention, nutrition, housing, Head Start, adult
education, vocational and technical education, and job training, should be evident.
USDOE SIX STEP SCHOOLWIDE PLANNING PROCESS
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KEY POINTS IN SCHOOLWIDE PLANNING:
School wide program planning is a systematic process for developing a new or refined
vision for the school.
Planning involves setting priorities, and defining a more effective school organization
and governing structure.
Planning requires building a constituency to support school change and involves school
staff, parents, and the community.
Develop a plan that is subject to continuous review and revision.
Use the components as a framework to create a school environment where students
most at risk of not meeting the State’s standards can be successful.
Step 1: Establish a planning team
• The principal, district official or school leader convenes a small pre-planning group-or—
utilizes an existing team.
• The pre-planning team develops initial activities the larger team will likely undertake.
• The planning group must be representative of persons committed to the concept of whole
school reform, and be familiar with the role of the school wide option in achieving it.
• The actual number of members on the full school wide planning team will vary, but a group
of 12 or fewer is recommended.
• This core planning team is responsible for creating a program that meets local, State and
Federal requirements and community expectations.
• The team should be sufficiently diverse to represent the demographics of the school and
community.
• Membership of the planning team should include a member from the school’s
administrative team, teachers, parents, and when possible community members
Step 2: Conduct a comprehensive needs assessment
• Clarify the vision for school wide reform
• Create a school profile to include these focus areas:
 Student achievement
 Curriculum and instruction
 Professional development
 Family and community involvement
 School context and organization
• Determine data collection methods and plans
 What additional data is needed?
 Collect data and summarize evidence
 Develop instruments, know the purpose, assure confidentiality, keep it manageable.
• Analyze program needs and setting goals
 Have open-ended discussions about issues, summarize findings, set priorities, identify
solutions and goals.
Step 3: Clarify needs and find scientifically-based strategies
• Sort out priorities, problems and solutions; for example: assessment methods conflict or are
a poor match with instructional practices.
• Select or develop assessment tools that match the curriculum
• Develop and implement a student portfolio system
• Assign cross- grade level teams to define common rubrics and standards
 Improve the consistency of grade reporting across levels/grades and teachers.
 Closely scrutinize print media/resources to determine their match with identified school
needs.
• Insist on seeing solid, scientifically-based evidence of an innovative program’s success
before adopting it.
• Be a wise consumer - ask publishers and commercial program developers for the names of
schools with similar populations where their programs have been implemented.
Step 4: Set school wide program goals
• Understand the NCLB school wide program requirements (10 components)
• Connect goals and implement plans
 Are goals clear and measurable?
 How will the goals be achieved for all students?
 What are the achievement benchmarks?
 What professional development will be implemented to achieve the indicated goals?
 What technical assistance providers will be consulted to offer support?
 What additional resources-human and material-will be needed to meet goals (e.g.,
teaching specialists, textbooks, tools, technology, software), and what funding is
available?
 What are the timelines for implementing activities to meet goals?
 What role(s) will parents and the community play in achieving goals?
Step 5: Write the school wide plan
• Use the core planning team to analyze the findings of the needs assessment, identify priorities
and goals, and identify scientifically based strategies to address school and student needs.
• The school wide program plan should reflect, relevant initiatives from all other plans that
address individual programs within the school, but the single school wide plan should bring
focus and coherence to all previously separate aspects of the school.
Step 6 Finalize the school wide plan
• Submit the final draft to as many stakeholders a possible (internal and external to the school)
• Offer opportunities for discussion and solicit feedback
• Strive for collaboration and commitment
• Implement the plan
• Review and revise the plan as needed
• Commit totally to the process of school improvement
• Meet with staff regularly to share information
• Develop one comprehensive school improvement plan with the staff
• Continually analyze, evaluate, and use data to improve instruction
• Monitor implementation of school improvement plan
• Present planning progress to peer groups as needed
• Involve parents and community in the planning process