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.
