Developing and Revising Schoolwide Plans

1. Developing and Revising Schoolwide Plans Office of ESEA Programs 2019 Coordinators’ Technical Assistance Academy Roanoke: June 17-19, 2019Williamsburg: July 15-17, 2019

2. Disclaimer The academy was planned under a grant from the U. S. Department of Education (USED). However, the content does not necessarily represent the policy of the USED, and you should not assume endorsement by the federal government.

3. What are Schoolwide Programs? • SchoolwidePrograms - comprehensive programs designed to upgrade the entire educational program in order to improve achievement of the lowest-achieving students. • Schoolwideschools must have a poverty percentage of 40% or more.

4. Purpose • The purpose of a schoolwide program is to upgrade the entire educational program in the school in order to raise the achievement of the lowest-achieving students

5. Schoolwide Program • All students may participate in Title I-funded initiatives • Maximizes flexibility in using federal funds • Serves as a vehicle for whole-school reform with focus on improving achievement of lowest-achieving students • Addresses student needs through a schoolwide plan based on a comprehensive needs assessment

6. Schoolwide Guidance • The schoolwide plan must include a description of how the strategies the school will be implementing will provide opportunities and address the learning needs of all students in the school, particularly the needs of the lowest-achieving students. (ESEA section 1114(b)(7)(A)(i), (iii)) • The plan must also contain descriptions of how the methods and instructional strategies that the school intends to use will strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, including programs and activities necessary to provide a well-rounded education. (ESEA section 1114(b)(7)(A)(ii)) • To ensure that the plan results in progress toward addressing the needs of the school, the plan should include benchmarks for the evaluation of program results. • The plan may be integrated into an existing improvement plan.

7. Implementing a Schoolwide Program • There are three basic components of a schoolwide program that are essential to effective implementation: • Comprehensive needs assessment (CNA) of the entire school • Comprehensive schoolwide plan • Annual review of the schoolwide plan

8. Timeline for Revision of Schoolwide Plan • The plan shall be implemented, regularly monitored, and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging state academic standards.

9. Purpose of theSchoolwide Plan • The schoolwideplan describes targeted evidence-based strategies,action steps,responsibility and monitoring,and frequency so that anyone in the school is able to understand the practices which will be regularly measured and monitored to ensure effective implementation.

10. Requirements of ESEA Section 1114 (b) The schoolwide plan: • must provide opportunities for all students (including each of the subgroups of students) • must strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum • must address the needs of all students, particularly those most at risk • must have a description of how the funds will be used to support the initiatives that have been developed based on the results of the CNA • must remain in effect for the duration of the school’s participation under this part, except that the plan and its implementation shall be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging State academic standards [1114(b)(3)]

11. Availability of the Plan • The schoolwideplanshould be available and accessible to the LEA, parents, and the public. • The information contained in the plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.

12. Essential Requirements of Schoolwide Plan • Stakeholder involvement in plan development • Coordination and integration with other federal, state, and local services, resources, and programs (if appropriate and applicable) • Schoolwide components (four required components)

13. Stakeholders • The initial plan, as well as subsequent revisions to the plan, must be developed with the involvement of stakeholders who reflect the demographic composition of the school, including those who represent the most at-risk students.

14. Coordination If appropriate and applicable, the plan should be developed in coordination and integration with: • other federal, state, and local services; • resources, and programs, such as, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs; and • schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d).

15. Component 1Comprehensive Needs Assessment (CNA) • A CNA of the entire school should be conducted that takes into account information on the academic achievement of children in relation to the challenging state academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging state academic standards and any other factors as determined by the LEA.

16. Component 1Comprehensive Needs Assessment (CNA) Continued The CNA may include: • Qualitative and quantitative data analysis, including demographics, student performance, student attendance, behavior, family and community engagement, culture/climate, and any other initiatives included in the plan

17. Component 2 • Strategies that the school will be implementing to provide opportunities for all children, including each of the subgroups of students (as defined in section 1111(c)(2)) to meet the challenging state academic standards

18. Component 2 Continued Shall provide for all students: • evidence-based reform strategies designed to raise the achievement level (aligned with the findings of the needs assessment) • specific detail about enriching and accelerating the curriculum, including those representing all subgroups Examples: • Intervention during the school day • Digital site licenses for instruction during the school day

19. Component 3 • Methods and instructional strategies that strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education

20. Component 3 Continued • The school offers a range of extended learning opportunities within and beyond the school day and the school year and instructional strategies that strengthen the academic program in the school and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education. Examples: • Before and after school instructional programs • Extended school year programs

21. Component 4 • Addresses the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards, through a variety of activities.

22. Component 4 Types of Activities that may be included • Counseling • School-based mental health programs • Specialized instructional support services • Mentoring services • Strategies to improve students’ skills outside the academic subject areas

23. Component 4 Types of Activities that may be included Continued 1 • Preparation for and awareness of opportunities for postsecondary education and the workforce • Advanced Placement • International Baccalaureate • Early college high schools • Career and technical education programs • Dual or concurrent enrollment courses

24. Component 4 Types of Activities that may be included Continued 2 • Training for teachers and joint professional development for teachers in collaboration with career and technical educators and educators from institutions of higher education, where appropriate, for the purpose of integrating rigorous academics in such program • Schoolwide Tiered Model to prevent and address problem behavior (e.g., anti-bullying strategies, positive behavior interventions and supports)

25. Component 4 Types of Activities that may be included Continued 3 • Early Intervention Services coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act • EarlyChildhood/Preschooolto establish or enhance preschool programs for children who are under 6 years of age

26. Component 4 Types of Activities that may be included Continued 4 • Professional development to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high need subjects for: • teachers • paraprofessionals • other school personnel

27. Component 4 Types of Activities that may be included Continued 5 Strategies for assisting: • transition from early childhood education programs to local elementary school programs • transition from the Title I elementary school • transition to the Title I middle school

28. Parent and Family Engagement • Parent and family engagement strategies should be included in the schoolwideplan under Component 4.

29. Benchmark/Evaluation • Components 2-4 should have a measure of evaluation to determine the efficacy of the initiatives that were implemented and whether or not the strategies and activities met the needs demonstrated in the comprehensive needs assessment.

30. Budget Implications Components 2-4 must have a description of how the funds will be used to support the initiatives that have been developed based on the results of the CNA.

31. Stakeholder List

32. Use of Funds Continued • Title I funds may be used in a schoolwide program to support academic areas, activities, and strategies designed to raise the achievement of low-achieving students identified by a needs assessment and articulated in the school’s comprehensive schoolwide plan.

33. Linking Expenditures to the Comprehensive Needs Assessment • Expenditures listed in the Budget Implications section should link back to a need in the comprehensive needs assessments (CNA).

34. Alignment (CNA) Comprehensive Needs Assessment Title I Schoolwide Plan Budget Implications Section Title I, Part A, Application Title I Reimbursements

35. Linking Schoolwide Plan to the Title I, Part A, application • The Title I, Part A, Individual or Consolidated Application should reflect the budget implication sections in Title I the schoolwide plan

36. Schoolwide Program Planning Cycle Comprehensive Needs Assessment Monitoring and Evaluation Schoolwide Plan Design Implementation

37. Single Plan • Budget Implications and Benchmark/Evaluation sections may be integrated into an existing comprehensive improvement plan in lieu of the four component schoolwide plan. The four required components must be addressed in the comprehensive improvement plan.

38. Single Plan Continued • Title I schools implementing the schoolwide model are not required to create separate Title I schoolwide Plans. • To maintain focus, eliminate duplication of effort, and promote comprehensiveness, schools are encouraged to operate under a single plan. • A school that already has a plan for school improvement might consider amending it, provided that the existing plan was based on a comprehensive needs assessment and can be revisedto include the four required schoolwide components.

39. VCSIP Templates for Title I Schoolwide Plan • Available for use by school divisions as an additional option. • The use of the “VCSIP-Title I Schoolwide Plan” templates remains a division decision to satisfy the requirements for both the continuous school improvement plan and the Title I Schoolwide Plan.

40. VCSIP

41. USED Schoolwide Guidance • Schoolwide Guidance • Published on September 29, 2016 • Supersedes the schoolwide guidance document published June 10, 2015 • New guidance serves as a resource in conjunction with other existing guidance

42. VDOE Contact Information: Title I, Part A Latonia Anderson, Title I Specialist (Regions 1, 3, & 6) Latonia.Anderson@doe.virginia.gov (804) 225-2907 Tiffany Frierson, Title I Specialist (Regions 4 & 5) Tiffany.Frierson@doe.virginia.gov Phone: (804) 371-2682 Mary Beth Libby, Title I Specialist (Regions 2, 7, & 8) MaryBeth.Libby@doe.virginia.gov Phone: (804) 371-7347 Shyla Vesitis, Title I Coordinator Shyla.Vesitis@doe.virginia.gov Phone: (804) 225-3711