In Focus Snapshot: Title I, Part A
Designing Schoolwide Model
Schoolwide Programs: A schoolwide program is a comprehensive reform strategy designed to upgrade the educational program in the Title I, Part A building. The primary goal of the schoolwide program is to ensure all students, particularly those who are low-achieving, demonstrate proficient and advanced level in the state achievement standards.
Prerequisite for Eligibility: Title I, Part A, provides formula grants to school districts, which then allocate most of these funds to individual Title I, Part A schools based on their number of low-income poor children. The eligible population for Title I, Part A includes: (a) children not older that 21 who are entitled to free public education through grade 12, and (b) Children who are not yet at the appropriate grade level for free public education.
Eligibility: The school must serve an eligible school attendance area where 40 percent or more
of the children are from low-income families.
Program Focus:
1. Accountability for result
2. Research based practices
3. School and community engagement
Program Plan: An eligible school shall first develop a comprehensive plan. A planning year is suggested prior to becoming a schoolwide program. The plan must be developed in consultation with the district and its school support team or other technical assistance provider. It must be developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals and administrators (including administrators of federal programs).
Responsibilities: The entire staff supports the schoolwide project. There is no one labeled as “The Title I, Part A teacher.” The administrator and the entire Title I, Part A staff who are paid with Title I funds are responsible for making sure regulations are met.
Service Delivery Model: Supplemental/additional assistance to core instruction for all eligible students, particularly addressing the needs of low-achieving children and those students at risk of not meeting the state’s academic achievement standards:
A. In-class supplemental model (Push-in)
B. Pull-out class model
C. Before school-after school
D. Saturday school
E. Extended school year
F. Summer school
Five Step Process for Development of Schoolwide Program Model:
1. Establishing a Schoolwide planning team
2. Clarifying the vision of reform
3. Creating a school profile
4. Identify data sources
5. Analyze data
The Three Core Elements to Customize a Schoolwide Program:
1. Perform a comprehensive needs assessment;
A. Student information such as achievement results, classroom work, attendance data, student transfer data, dropout data, language and ethnic data, and gender data.
B. Test results including results disaggregated by student group and test item analysis.
C. School conditions such as access to books, supplies, extended learning opportunities; number of full-time teachers; class size; instructional dollars per pupil, supplementary grants and funds, support staff, technology available, relevant curriculum, etc.
D. Teacher data, including language fluency, experience, degrees, credentials and special certifications.
E. School/family relationships, participation and satisfaction with school and parent involvement in program planning and implementation, and resources for training.
F. Community information including poverty rates and demographics, community housing and employment issues, public health services, services for homeless or migrant families, connections with tribal councils, etc.
2. Create a Comprehensive Plan: The 10 Components of a Schoolwide plan:
Component 1: Comprehensive Needs Assessment
Component 2: Schoolwide Reform Strategies
Component 3: Instruction by high-qualified staff
Schoolwide 4: Professional development activities
Schoolwide 5: Attract high-quality highly qualified teachers
Schoolwide 6: Strategies to increase parent involvement
Schoolwide 7: Transition
Schoolwide 8: Include teachers in assessment decisions
Schoolwide 9: Strategies for additional assistance to students experiencing difficulties
Schoolwide 10: Coordinate and integrate Federal, State and local services
3. Conduct an annual comprehensive evaluation of the schoolwide program:
• What are the strengths and challenges of the current school program?
• Does the evidence gathered support staff assumptions about strengths and needs?
• Are there information gaps? What more do we need?
• What priorities does the information suggest
Collective Vision Questions:
• What is our purpose here?
• What are our expectations for students?
• What are the responsibilities of the adults who work here?
• How important are collaborations and partnerships?
• How are we committed to continuous improvement?
In Focus Snapshot: Conduct-Create-Evaluate!