Title I Schoolwide Comprehensive Plan Components Template
A comprehensive plan must address all of the components defined in the ESEA Section
1114(b)(1)(B) of Title I.
A Title I 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. –
Data analysis section of the strategic plan:

External trend data

Student achievement data

Other student outcome data

Culture, conditions and practices
The school must develop a comprehensive schoolwide plan that describes how it will
achieve the goals it has identified as a result of its needs assessment. The schoolwide
plan must-
Identify reform strategies, aligned with the needs assessment, that are research-based
and provide opportunities for all children to meet the State’s proficient or advanced
levels of academic achievement;

Provide instruction by highly qualified teachers;

Offer high-quality, ongoing professional development;

Create strategies to attract highly qualified teachers;

Create strategies to increase parental involvement;

Develop plans to assist preschool students through the transition from early childhood
programs to local elementary school programs;

Identify measures to include teachers in decisions regarding the use of academic
assessments;
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
Conduct activities to ensure that students who experience difficulty attaining proficiency
receive effective, timely, additional assistance; and

Coordinate and integrate Federal, State and local services and programs.
Each required component has been combined into an action step listed below in items
A – G.
A. Schoolwide reform strategies and high-quality and ongoing professional development
for teachers, principals, and paraprofessionals
Suggested action step:
The school will implement research based strategies for improving student achievement
and the staff will participate in sustained professional development.
Note: The school may make a separate action step for each high yield practice or each of the curriculum
areas addressed by the school goals. The core academic programs, reading/language arts and
mathematics must be addressed.
Sequence tasks:
1.
Insert sequence tasks to address the high yield practices.
2. Insert sequence tasks to address the curriculum areas.
3. Insert sequence tasks to address professional development.
B. Provide instruction by highly qualified teachers/paraprofessionals and create
strategies to attract highly qualified teachers
Suggested action step:
Students will be instructed by highly qualified teachers and paraprofessionals and the
school will utilize strategies to attract and retain highly qualified teachers.
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Sequence tasks: (Examples)
1.
The principal will annually complete an attestation statement regarding the highly qualified status
of the staff.
2. All paraprofessionals are assigned to work under the direct supervision of a teacher.
3. The school handbook will provide information to parents about the right to request and receive
information on the professional qualifications of their child’s teacher and/or paraprofessional
(“parent’s right to know” notification).
4. Parents will be notified in writing if their child is instructed for 4 consecutive weeks by a teacher
who does not meet the definition of highly qualified.
5. The school will implement strategies such as [insert examples such as team building
exercises; peer observations/coaching/mentoring to improve instruction; and provide a
laptop/projector portable unit for each teacher] to attract and retain highly qualified teachers.
C. Strategies to increase parental involvement
Suggested action step:
The school will involve parents in the planning, implementation, and evaluation of the
schoolwide program.
Sequence tasks:
1.
The school will hold an annual meeting for the purpose of developing/revising the parent
involvement policy and compact.
2.
The school plan is developed with the involvement of parents and other members of the
community to be served and individuals who will carry out such plan by holding quarterly
meetings through the school year.
3. The school’s five year strategic plan is available to all parents for review prior to submission to
the LEA through (e.g., notification that the plan is completed and the parents may come to the
school to review and/or offer comments).
4. The school will inform parents and the community [explain how] of the school’s status in
meeting or not meeting AYP through written communication.
5. The school will utilize items such as newsletters, web site, and email to increase parent
communication.
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6. Annually, the Title I teachers will provide professional development to staff members in how to
reach out to, communicate with, and work with parents as equal partners, implement and
coordinate parent programs, and build ties between parents and the school.
Suggested action step:
The school will provide parent involvement activities that strengthen a parent’s
understanding of child development, child rearing and a means of assisting their child with
academics and working with educators.
Sequence tasks:
1.
Insert sequence tasks for parent involvement activities including the annual meeting, open house,
explanation of curriculum and CSOs, the forms of academic assessment used to measure student
progress, and the proficiency levels students are expected to meet.
2. Insert sequence tasks for parent involvement activities planned to assist a parent in monitoring a
child's progress and work with educators to improve the achievement of their children.
3. Insert sequence tasks that describe how the school coordinates and integrates parent involvement
programs and activities with Head Start, Reading First, and public preschool.
4. Insert sequence tasks that describe how the school provides information to each parent on the level
of achievement of the parent's child in each of the State’s academic assessments.
D. Plans for assisting preschool students in the successful transition from early
childhood programs to local elementary school programs
Suggested action step:
The school will provide activities for preschool children and their parents to aid students in
making a successful transition to the elementary school.
Sequence tasks: (the 2 examples below are required by Policy 2525)
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1.
The school will provide an opportunity for the child and his/her family to visit the setting into which
the child is transitioning.
2. Written information will be distributed to parents/guardians about kindergarten registration and
kindergarten expectations.
3. Insert sequence tasks to describe the procedures for transferring assessment data for each child to
assist the kindergarten teacher in identifying areas of growth and development and meeting the
needs of each child.
E. Measures to include teachers in decisions regarding the use of academic
assessments and activities to ensure that students who experience difficulty attaining
proficiency receive effective and timely additional assistance
Suggested action step:
Teachers will utilize formative assessment instruments and progress monitoring to measure
student progress, impact classroom instruction and identify students who need additional
learning time to meet standards.
Sequence steps: (Examples)
1. Insert sequence tasks to describe the methods used to identify at-risk students (e.g. Formative
assessments and progress monitoring will be utilized in all K-3 reading classrooms).
2. Insert sequence tasks to describe the procedures for ensuring additional academic assistance
(e.g. implement the 3 tier instructional model for reading).
3. The school will utilize an instructional intervention team to review the results of benchmark testing
and progress monitoring to determine interventions needed for students to achieve proficiency.
4. Title I and special education teacher schedules are adjusted based on assessment data.
5. Teachers’ classroom instructional strategies will be adjusted based on the results of formative
assessments.
6. Insert sequence tasks for the school’s extended day programs.
7. Insert sequence tasks regarding the school’s extended year programs.
F. Coordination and integration of Federal, State, and local services and programs
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Suggested action step:
The school will integrate services and programs with the aim of upgrading the entire
educational program and helping all students reach proficient and advanced levels of
achievement.
Sequence tasks:
1.
Insert sequence tasks regarding the district’s extended year programs if not funded by Title I.
2. Insert sequence tasks for extended day programs that are not funded by Title I.
3. This section should also include sequence tasks about programs including, but not limited to,
violence prevention, character education, nutrition, adult education, vocational and technical
education, and job training.
G. Evaluate annually the outcomes and the plan’s implementation
Suggested action step:
The school must evaluate annually the outcomes and the plan’s implementation to
determine whether the academic achievement of all students, and particularly of lowachieving students, improved, whether the goals and objectives contained in the plan were
achieved, and if the plan is still appropriate as written.
Sequence tasks:
1. Review results of WESTEST
2. Conduct teacher and parent surveys.
3. Evaluate the results of principal walk throughs for the implementation of specific instructional
strategies.
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