schoolwide planning linkedin

Title Grants Division

Illinois State Board of Education

Marie Nolen, M.Ed

and

Nancy Paprocki, M.Ed

Principal Consultants

Title Grants Administration

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Purpose of a Schoolwide Program

Sec. 200.25 Schoolwide programs in general.

(1) The purpose of a schoolwide program is to improve academic achievement throughout a school so that all students, particularly the lowest-achieving students, demonstrate proficiency related to the State's academic standards under Sec. 200.1.

(2) The improved achievement is a result from improving the entire educational program of the school.

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Why do I Need a Schoolwide Plan?

• It addresses all of the components defined in the ESEA.

All Components Addressed

• It is designed to upgrade the entire educational program in a Title I Part A school.

All Students Succeed.

• Schoolwide programs are authorized under ESEA as an alternative means to better serve allchildren in a school.

All Students Served

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Schoolwide Program Benefits

Title I funds can be used to meet the needs of all

students in the school, therefore, all students

participate.

No distinctions are made between staff paid with

Title I funds and staff who are not.

All staff are expected to direct efforts toward upgrading the entire educational program

and improving the achievement of all students,

but particularly those who are low achieving.

NCLB allows schools that have received approval to be SW to consolidate or blend funds from other sources

(optional).

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Advantages of Operating a Schoolwide

Program

•Improvement

Plans for comprehensive long term improvement.

The school and LEA engage in

continuous evaluation of the

plan and self-assessment.

Achievement

Closes the achievement gap for

all students.

Provides continuous learning for all

students.

Organization

Seeks to strengthen the school’s internal

structures.

Consolidates resources to help

achieve goals (optional).

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Eligibility for Operating a Schoolwide

Program

SEAs may request a waiver for certain schools to operate a Schoolwide

Program without meeting the 40% threshold under these 2 conditions.

SCHOOLWIDE

Not less that 40% of the children enrolled in the

school are from low-income families.

School Improvement Grants (SIG) program in a Tier I or II school that receives SIG funds to implement

one of the SIG intervention models

ESEA flexibility in a priority or focus school

that implements interventions designed to enhance the entire educational program.

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First Steps to Becoming Schoolwide

Any eligible school that desires to operate a schoolwide program shall, with the assistance of the LEA, first develop or amend a comprehensive plan for reforming the total instructional program in the school.

NCLB section 1114(b) (2)(A) (i-iv)

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Systemic Continuous

Improvement Process

Conduct a comprehensive

needs assessment

Create a comprehensive

plan

Annually evaluate the effectiveness of

the schoolwide program and revise

as necessary

Core Elements of Schoolwide Planning

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Comprehensive Plan: Purpose

The plan describes how the school will improve academic achievement throughout the school, so that all students

can demonstrate proficiency on the State’s academic standards.

Review and analyze all facets

of the school’s operation.

Understand the subjects and skills for which teaching and

learning need to be improved.

Identify the specific academic needs of students and groups

of students who are notachieving the State’s academic

standards .

Identify deficiencies and determine root

causes.

Identify strengths.

Formulate recommenda-

tions.

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Comprehensive Plan: ProcessEstablish a Schoolwide

Planning Team.

Regular teachers, special edteachers, arts teachers, parapros,

parents, community members, and business partners

Clarify the Vision for Reform.

Why do we exist? What are our expectations?

Complete the School Profile.

Identify Data Sources.

achievement data, external trends, data about culture

and conditions.

Analyze Data.

What to improve? How to improve it?

Write the Plan.

Create several SMART goals.

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How Much Time does Schoolwide

Planning Take?It is suggested that the plan be developed over a one-year period, unless

the LEA determines that less time is needed to develop and implement the

plan, or that it would be prudent financially or programmatically to complete

the tasks sooner, because:

It reflects the vision and mission of the school as a learning community.

It brings focus to the priorities established by the school’s planning team.

It determines the goals and objectives for effecting desired changes using information from student assessments, surveys, profiles and interviews.

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Considerations when Creating a

Schoolwide Plan

Does the school already have a plan?

How will the budget support the

plan?

Who will monitor

implement-ation of the

plan?

How will this plan

accommo-date

changes over time?

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Comprehensive Plan Components

Includes a list of State Educational Agency and local educational agency programs and other federal programs that will be consolidated.

Describes how the school will provide individual student academic assessment results in a language the parents can understand, including an interpretation of those results, to the parents of a child who participates in the state required academic assessments.

Describes how the school will use resources under Title I Part A and from other sources to implement the 10 listed components.

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• Data derived from the Needs Assessment provides the foundation for the goals of the comprehensive schoolwide plan.

• In most schools, the needs assessment will result in the identification of a large number of issues that could be addressed to improve achievement.

• No school should attempt to address every identified need in a single year.

• Planning experts suggest that schools prioritize their major issues and address no more than three of the most important in the first year.

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• Instructional strategies and initiatives in the comprehensive plan must be based on scientifically-based research, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning needs of all students in the school.

• When school staff use schoolwide reform strategies drawn from the research on effective classroom practice, they foster a systemic approach that ensures the learning needs of all students are met. – Strengthens the core program.

– Increases the quantity and quality of learning time.

– Provides an enriched and accelerated curriculum.

– Includes strategies for meeting the needs of underserved populations.

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• High poverty, low performing schools are sometimes staffed with disproportionately high numbers of teachers who are not highly qualified.

• To address this, the ESEA requires that all teachers of core academic subjects and instructional paraprofessionals in a schoolwide program meet the qualifications required by section 1119.

• Student achievement increases in schools where teaching and learning have the highest priority, and students achieve at higher levels when taught by teachers who know and are skilled in their subject matter.

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• Teachers and staff in schoolwide program schools must be familiar with the goals and objectives of the schoolwide plan and receive the sustained high quality professional development required to implement the activities planned for each goal.

• Professional development for teachers, principals and paraprofessionals.

• The statute requires also that, if appropriate, professional development extend to pupil services personnel, parents and other staff.

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• Recruiting and retaining highly qualified teachers

is an ongoing challenge in high poverty schools.

• Low performing students in these schools have

a special need for excellent teachers.

• The schoolwide plan must describe the

strategies it will use to attract and retain highly

qualified teachers.

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• Research shows that successful schools have significant and sustained levels of parent involvement.

• Schoolwide plans must contain strategies to involve parents, especially in helping their children do well in school.

• Parents must be involved in the planning, implementation and evaluation of the schoolwide program.

• Family literacy services.

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• The plan can include Head Start, Even Start, Early Reading First or State-run preschool programs which provide a foundation for later academic success.

• Effective schoolwide programs capitalize on this strong start.

• Emphasizes the value of creating a coherent and seamless educational program for at-risk students.

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• Teachers will provide information on, and improve the achievement of, individual students and the overall instructional program.

• Teachers need current and ongoing assessment data that describe student achievement, which can include less formal assessments, such as observation, performance assessments, and end-of-course tests.

• Teachers should be provided professional development that increases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results to improve instruction.

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• These shall include measures to ensure that

students’ difficulties are identified on a timely

basis and to provide sufficient information on

which to base effective assistance.

• Assistance should be made available to all

students in the school who need it and should

be tailored to their needs.

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• Schoolwide programs are expected to use the flexibility available to them to integrate services and programs with the aim of upgrading the entire educational program and helping all students reach proficient and advanced levels of achievement.

• Schoolwide program schools may combine most Federal State and local funds to provide those services (optional).

• Exercising this option maximizes the impact of the resources available to carry out the schoolwide program.

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How Do I Format My Plan?

Schoolwide Plan

Goals should be written in the SMART goal format

(Specific, Measurable, Attainable, Relevant, and

Time-bound).

The plan should ideally be a series of goals that

address all of the components of the plan.

Student achievement goals and goals that

address how the school will operate should be

included.

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Schoolwide Plan Formats

Each school has the option to use different formats in developing schoolwide plans, provided:• The plan was developed

based on a needs assessment.

• The plan contains the required 10 statutory elements.

• The plan is evaluated annually.

Examples of acceptable formats:• Rising Star (13 Schoolwide

Indicators)

• Center for School

Improvement (CSI)

(Supplemental Schoolwide

Indicators being developed)

• Advanced Ed (Supplemental

Schoolwide Diagnostic)

• The district can create their own format (must address the 10 required components of a Schoolwide Plan).

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Required Annual Review

A school operating a schoolwide program must—

1

Annually evaluate the implement-ation of, and results achieved by, the schoolwide program, using data from the State's annual assessments and other indicators of academic achievement.

2

Determine whether the schoolwide program has been effective in increasing the achievement of students in meeting the State's academic standards, particularly for those students who had been furthest from achieving the standards.

3

Revise the plan, as necessary, based on the results of the evaluation, to ensure continuous improvement of students in the schoolwide program.

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Who Should Conduct the Evaluation?

Consider availability of staff and resources when making this decision, and the experience of the school with implementing schoolwide programs.

Should this be done internally? (by school staff)

Or externally? (district staff, ROE, Institution of higher education or

technical assistance provider)

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The Evaluation/Review Process

Identify purpose

and intended audience

Identify issues and

develop review

questions

Identify

data collection

tools

Collect data

Analyze and

interpret results

Report

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2 Types of Questions to Ask during

the Evaluation Process

• Is the program, strategy or

action being implemented

as intended?

– Why or why not?

• Did the achievement of

students increase to the

desired level?

– Why or why not?

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Additional Purposes of the Annual

Evaluation

Assist school leaders in making informed

decisions.

Answer stakeholder questions.

Increase understanding of specific strategies.

Promote interest and support of a program or

activity.

A school that monitors and adjusts its program based on feedback will

become increasingly effective.

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Questions??

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Helpful Resources

• No Child Left Behind Legislation – Section 1114 – Schoolwide

Programs

• Title I fiscal Issues – U.S. Department of Education – Non-

Regulatory Guidance (February 2008)

• U.S. Department of Education – Non-Regulatory Guidance –

“Designing Schoolwide Programs” (March 2006)

• Illinois State Board of Education – Title I Part A, Schoolwide

programs

• Continuity for Young Children: Positive Transitions to

Elementary School

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http://www2.ed.gov/policy/elsec/leg/esea02/pg2.html

https://www2.ed.gov/programs/titleiparta/fiscalguid.pdf

http://www.ed.gov/

http://www.isbe.net/grants/html/title1_schoolwide-programs.htm

http://center.serve.org/tt/California Continuity Final.pdf

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