Title I Schoolwide Programs

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Becoming a Title I Schoowide Program
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Presentation Overview

• Definition of Title I Schoolwide
• Benefits
• Eligibility and Requirements
• Three Core Elements
• Lessons from the Field
• Accountability
• Resources

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What is a Title I Schoolwide Program?

• A comprehensive reform strategy to improve the
  academic achievement of all students in the
  school, particularly the lowest achieving students

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What are the Benefits?

• Coordination and Integration of Instruction
• Accountability for All
• Unified, Focused Goals
• Flexibility in Resources

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All for All

• All stakeholders take responsibility for the
  success of all children in the school.

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The world we have created is a product of our
thinking. It cannot be changed without changing
our thinking. Albert Einstein
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What Eligibility and Requirements are Necessary?

• School poverty
• - at least 40
• One year of planning - prior to implementation
• Identification of individual students
• -not required
• Program effectiveness - evaluated annually

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What are the Three Core Elements?

• 1. Comprehensive Needs Assessment
• 2. 2-5 Year Schoolwide Plan
• 3. On-going Evaluation

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Three Core Elements continued

• 1. Comprehensive needs assessment of the entire
  school to determine the performance of its
  students in relation to the states content and
  performance standards.

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Three Core Elements continued

• 2. A comprehensive Schoolwide plan includes
• Schoolwide reform strategies
• Instruction by highly qualified teachers
• High quality and ongoing professional development
• Strategies to attract highly qualified teachers
• Strategies to increase parent involvement

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Three Core Elements continued

• 2. The Schoolwide Plan continued
• Plans for assisting student transitions- early
  childhood to kindergarten, elementary to middle
  school middle school to high school
• Measures to include teachers in decisions
  regarding ongoing academic assessments
• Activities to ensure effective and timely
  additional assistance
• Coordination and integration of federal, state,
  and local services and programs

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Three Core Elements continued

• 3. On-going evaluation of the implementation of
  the schoolwide plan and the results achieved by
  the program

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What are Lessons from the Field?

• Nancy Forseth CESA 10 coordinator for rural
  schools in northern Wisconsin
• Jennie Allen Director of Select Government
  Programs
• Barb Gerlach Schoolwide Facilitator
• Madison Metropolitan School District,
  Madison, Wisconsin

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Form PI-9551

• All schools who wish to become a Title I
  Schoolwide must submit PI-9551 to DPI by April
  15th.
• http//www.dpi.state.wi.us/dpi/dlsea/title1/doc/95
  51.doc

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Fiscal Flexibility

• The school must maintain records that show the
  program, as a whole, addresses the intent and
  purposes of each of the Federal programs
  consolidated to support it.
• The amount of Federal funds used in a Schoolwide
  program must be supplemental to the amount of
  State and local funds the school would otherwise
  receive.

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General Requirements

• Schoolwides must meet requirements relating to
  health, safety, civil rights student and
  parental participation and involvement services
  to private school children maintenance of
  effort comparability of services and
  distribution/receipt of funds to States of LEAs.

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Guiding Principles and Practices of Effective
Schoolwide Programs

• Strong leadership
• Reform goals based on stakeholders shared vision
• Commitment to investment of time and risk-taking
• Training of participants prior to reform
  implementation
• Accommodate a variety of approaches

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Guiding Principles and Practices of Effective
Schoolwide Programs

• Redesign of organizational infrastructure
• Investment of resources to support the emerging
  system
• Continuous self-assessment
• Use of meaningful planning process
• Accommodation and support of diverse student
  population

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School Improvement Planning Tool

• Captures planning process interactively based on
  the Characteristics of Successful Schools
• Provides access to balanced assessment on-line
  data, including large-scale assessments WKCE,
  WAA, ACT, SAT, AP formative assessments
  classroom benchmark assessments
  teacher/district developed products,
  perceptions and school climate surveys, etc.
  strategies provide information at differing
  intervals and for different purposes providing a
  different perspective and not taking the place of
  one another
• Uses research-based process of team
  participation, analysis, and consensus-building
  http//goal.ncrel.org/winss/sip/

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Continuous Planning, Evaluation and Adjustment

• Develop a plan that is subject to continuous
  review
• Implement components as a framework of change
• Create an environment conducive to learning
• Increase student achievement for all students
  particularly those at risk

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Resources on Schoolwide Programs

• An Idea Book on Planning Implementing Schoolwide
  Programs, Vol.1, and
• Profiles of Successful Schoolwide Programs,
  Vol. 11.
• http//www.ed.gov/pubs/Idea_Planning/
• Hope for Urban Education A Study of Nine
  High-Performing, High-Poverty Urban Elementary
  Schools, 1999.
• http//www.ed.gov/pubs/urbanhope/index.html
• Title I Guidance for Schoolwide Programs
• http//dpi.wi.gov/titleone/t1guide/t1guide_17a.p
  df
• PI 9551 Title I Schoolwide Assurances and
  Narrative
• http//dpi.wi.gov/forms/doc/f9551.doc
• Title I Schoolwide Federal Guidance
• http//www.ed.gov/admins/lead/account/swp.html
  

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DPI Schoolwide Contacts

• Marsha Behnke, Education Consultant
• phone [phone]
• e-mail marsha.behnke_at_dpi.wi.gov
• Nancy Booth, Education Consultant
• phone [phone]
• e-mail nancy.booth_at_dpi.wi.gov
• DPI fax [phone]

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Information Credits

• Some slides were copied from
• USDE presentations.
• This has been a presentation of the
• Title I and School Support Team
• Department of Public Instruction, January, 2009
• THANK YOU!