Guidance for Schoolwide Plans


  • A schoolwide program’s purpose is to generate high levels of academic achievement in core subject areas for all students, especially those students most in need. In schoolwide programming, a comprehensive plan provides a blueprint for all core operations in the Schoolwide Program. This plan brings focus and coherence to activities and helps ensure unity of purpose, alignment, and clear accountability.

    Title I Schoolwide Comprehensive Plans must include the following components (components also listed in section 3.1 of the “Title I Schoolwide Programs Assurances and Narrative,” form PI-9551):
     
    a. A comprehensive needs assessment that identifies the school’s strengths and challenges in key areas that affect student achievement.
     
    b. Schoolwide reform strategies aligned with the needs assessment, designed to improve instruction throughout the school, based on scientifically-based research, strengthening core academic programs, increasing amount and quality of learning time (such as extended school year, before and after school, and summer school programs and opportunities) and enriched and accelerated curriculum to meet the learning needs of all students.
     
    c. Instruction by highly qualified teachers so that all students have the opportunity to be taught by teachers who know their subject matter and are skilled in teaching it.
     
    d. High-quality and on-going professional development for teachers, principals, paraprofessionals, and others to sustain the challenge of meeting student achievement.
     
    e. Strategies to attract high-quality and highly qualified teachers to high-needs schools.
     
    f. Strategies to increase parental involvement, especially in helping their children do well in school.
     
    g. Plans for assisting preschool students in the successful transition from early childhood programs to local elementary Schoolwide programs with an emphasis on creating a coherent and seamless educational program for at-risk students.


    h. Measures to include teachers in decisions regarding the use of academic assessments in order to improve the achievement of individual students and the overall instructional program. Teachers need to use multiple assessment measures and know how to use assessment results to improve instruction.
     
    i. Timely, effective assistance and interventions for all students having difficulty meeting the proficient and advanced levels of academic performance.
     
    j. Coordination and integration of Federal, State, and local services and programs with the aim of upgrading the entire program and helping all students reach proficient and advanced levels of achievement.