1. Schoolwide Programs

2. Please turn to the section in the notebook called Managing Schoolwide Programs.

3. Comprehensive Plan Development
One-year development period
Exception:
- Reorganization of schools in a district
Opening of a Title I school with more than 50% returning teachers from another Schoolwide program
New PSA, in its first year, must operate as a targeted assistance Title I school
Exceptions:
When combining non-Title I, targeted assistance and/or schoolwide Title I schools into a new SW Title I school, consider the percentage of teachers who have previously taught in a Title I schoolwide program. A new schoolwide Title I plan must be written to address the needs of the new school; however, the length of time required before operating as a schoolwide program could be less than a year. It depends upon the percentage of teachers who come from schoolwide programs. Contact the field service consultant assigned to the district for assistance to determine the appropriate length of planning time before the school can operate as a SW Title I school.
If less than 50% of the teachers in a newly built or newly reorganized school have not come from Schoolwide Title I school, it is possible for the school to apply for a $3000 grant to write the new Title I Schoolwide Plan. In the meantime, such a school should be operate as targeted assistance Title I school.
A brand new PSA, in its first year, must operate as a targeted assistance Title I school.

4. Schoolwide Planning Team/Roles
Leadership
Staff Representation
Parent Representation
Community Representation
Turn to the Non-Regulatory Guidance red tab. Refer to Designing Schoolwide Schools Guidance (USDOE March 2006), page 38, Appendix IV, “Schoolwide Planning Team Members/Roles” - Suggested roles and responsibilities of schoolwide planning team members. Planning teams decide members’ roles and responsibilities depending on the needs of the planning process in the school. Take time to read the recommended planning team roles. They are broken down into leadership, staff, parent and community representation.

5. Core Elements Comprehensive Needs Assessment Comprehensive Plan
Outlines how components will be implemented
Title I and multiple funding sources must be included
Evaluation

6. Schoolwide Schools Mandated Components
#1 Comprehensive Needs Assessment
#2 Schoolwide Reform Strategies

7. Schoolwide Schools #3 Instruction by “highly qualified” teachers
#4 Strategies to attract “highly qualified” teachers to high needs schools
“Highly Qualified”
#3 Instruction by “highly qualified” teachers
Instruction by “highly qualified” teachers. All core academic teachers should have met the HQ requirement by July 1, In some high need locations, this goal still has not been met. The plan, in this case, must include how the school/district intends to support the staff in becoming highly qualified. There must be a contingency plan in case all teachers are not highly qualified in the school. Title II, A funds must be first designed to support all teachers in becoming highly qualified.
#4 Strategies to attract “highly qualified” teachers to high needs school
Title II, Part A funds may be used as incentives for attracting Highly Qualified teachers to high needs schools. Contact Field Service Consultant for clarification on allowable costs for incentives. Highly Qualified status must be reported in the annual education report/report card.
How do the district and the school address this in the plan? There should be a description of strategies from the district’s perspective as well as the school’s perspective.
Note: Instructional paraprofessionals must meet the qualification requirements under NCLB (Sec. 1119).

8. Schoolwide Schools
#5 High Quality and Ongoing Professional Development
#6 Strategies to Increase Parent Involvement
#7 Transition Plans for Preschool Children
#5 High Quality and Ongoing Professional Development
Plan and implement high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State’s student academic achievement standards. Align professional development with the State’s academic standards; devote sufficient resources to carry out effectively the professional development activities and, include teachers in professional development activities regarding the use of academic assessments to enable them to provide information on, and to improve, the achievement of individual students and the overall instructional program.
What is meant by “high-quality professional development”?
The term “high-quality professional development” means professional development that meets the criteria contained in the definition of professional development in Title IX, Section 9101(34) of NCLB. Professional development includes, but is not limited to, activities that:
• Improve and increase teachers’ knowledge of academic subjects and enable teachers to become highly qualified;
• Are an integral part of broad schoolwide and district wide educational improvement plans;
• Give teachers and principals the knowledge and skills to help students meet challenging State academic standards;
• Improve classroom management skills;
• Are sustained, intensive, and classroom-focused and are not one-day or short-term workshops;
• Advance teacher understanding of effective instruction strategies that are based on scientifically based research; and
• Are developed with extensive participation of teachers, principals, parents, and administrators.
Note to participants: A professional development calendar, while it may be included, is not a plan. How should professional development be integrated into the Title I SW plan?

9. Schoolwide Schools
#8 Teacher Involvement in Academic Assessment Decisions
#9 Timely Additional Assistance
#10 Coordination and Integration of Services and Programs

10. COMPREHENSIVE PLAN REQUIREMENTS

11. Plan Requirements
There are four comprehensive plan requirements that must:
Describe Components
Describe Resources
List Related Programs
Describe Parent Support

12. Plan Requirements
To comply with Comprehensive Plan Requirement #1 - “Describe Components,” the plan must contain the following:
An index of page numbers that indicates where to locate each of the required 10 Schoolwide plan components

13. Plan Requirements
To comply with Comprehensive Plan Requirement #2 - “Describe Resources” and Requirement #3 - “List Related Programs,” the plan must contain the following:
A list of Federal, State and local resources that will be used to implement the plan as well as a list of Federal, State and local programs that will be consolidated in the Schoolwide program.

14. Plan Requirements
If only Title I funds are used to support a Schoolwide program, the school is not eligible to become or remain Schoolwide

15. Plan Requirements
To comply with Comprehensive Plan Requirement #4 - “Describe Parent Support,” the plan must incorporate the following into Schoolwide Component #6 - “Parent Involvement”:
A description of how the school will provide individual student academic assessment results in a language the parent can understand, including an interpretation of these results, to the parents of a child who participates in the state academic assessments

16. Required Evaluation of a Schoolwide Program
Annual evaluation of
Implementation of Schoolwide program
Program effectiveness based on student achievement results from State and other assessments
Revise plan as necessary
Refer to Managing School Wide Programs Section B , page B3, #3 – Plan Duration AND Section C, pages C2 & C3 on Evaluation.
Refer to evaluation section on pages , to APPENDIX V (pages 40-42), APPENDIX VII on page 47 and APPENDIX VIII on page 48 on Designing Schoolwide Schools Guidance from USDOE March 2006.
You must annually evaluate the implementation of the plan but also student achievement results from the year’s efforts. Modify the plan when the results are not as expected.

17. Questions & Answers

18. Contacts Regional Field Services Consultants:
If you have further questions, please contact your regional field services consultant.