Designing Schoolwide Programs

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Non-Regulatory Guidance

March 2006

DESIGNING SCHOOLWIDE PROGRAMS

**TABLE OF CONTENTS**

A. INTRODUCTION 2

Purpose of the Guidance 2

An Overview of Schoolwide Programs 2

Core Elements of Schoolwide Programs 4

Questions and Answers 6

B. CONDUCTING THE COMPREHENSIVE NEEDS ASSESSMENT 7

Planning as an Organizational Strategy 8

Step 1: Establishing a Schoolwide Planning Team 8

Step 2: Clarifying the Vision for Reform 10

Step 3. Creating the School Profile 10

Step 4: Identifying Data Sources 13

Step 5: Analyzing Data 14

Questions and Answers 15

C. CREATING THE COMPREHENSIVE PLAN 16

Comprehensive Plan Components 16

Identifying Priorities and Effective Strategies 18

Setting Measurable Goals 20

Writing the Plan 21

Questions and Answers 23

D. PROGRAM EVALUATION/ANNUAL REVIEW 23

Evaluation/Annual Review of Schoolwide Programs 23

Identifying the Questions to Ask 24

Deciding Who Should Conduct the Evaluation/Annual Review 25

The Evaluation/Review Process 26

Accountability for Results and Continuous Improvement 28

Questions and Answers 29

APPENDIXES 31

APPENDIX I: Additional Questions and Answers 32

> Eligibility/Poverty Determinations 32
>
> Teacher Qualification Requirements 32
>
> Record Keeping 33
>
> Charter Schools and Schoolwide Planning 33

APPENDIX II: Bibliographic References 34

APPENDIX III: Web-Based Resources 36

APPENDIX IV: Schoolwide Planning Team Members/Roles 38

APPENDIX V: Assessment of School Progress Toward Schoolwide Improvement
40

APPENDIX VI: Indicators for the School Profile 43

APPENDIX VII: Data Collection Guide 47

> APPENDIX VIII: Finalizing the Schoolwide Plan - A Rubric for
> Monitoring and Evaluation 48

# A. INTRODUCTION

## [Purpose of the Guidance]{.underline} {#purpose-of-the-guidance .unnumbered}

> This guidance offers a renewed vision for the use of the schoolwide
> program, both as a reform strategy and as a means of realizing the
> high standards for student achievement envisioned by the No Child Left
> Behind Act of 2001 (NCLB). It is intended to be used as a companion
> document to the statute and regulations, as well as a technical
> assistance resource.
>
> The guidance is organized in three major sections: the comprehensive
> needs assessment, the comprehensive plan, and the annual program
> evaluation. The first section suggests a process for organizing and
> conducting the needs assessment. It also discusses planning in
> general, not only as the prerequisite to change and reform, but also
> as an ongoing and transparent activity that must be used throughout
> all aspects of schoolwide program implementation. The second section
> addresses the development of the comprehensive plan and its required
> components, emphasizing the importance of involving all key
> stakeholders. The third describes a strategic approach to the required
> evaluation of the program, which loops back to the planning component.
> Each begins with a brief discussion followed by a more detailed
> explanation of specific program requirements. Research-based
> principles and practical approaches for implementation are also
> included, and each section ends with questions and answers on specific
> topics, as needed.
>
> The appendices provide print and Web-based information resources as
> well as answers to technical questions that are not addressed
> specifically in the main body of the guidance. The appendices also
> contain practical resources and tools that can be used in planning,
> organizing and developing schoolwide programs.
>
> References to the statutory provisions for schoolwide programs occur
> throughout this guidance. The full text of the statute may be viewed
> by accessing the following link:
> [**http://www.ed.gov/legislation/ESEA02**](http://www.ed.gov/legislation/ESEA02).
> Refer to section 1114 under Title I, Part A, Improving Basic Programs
> Operated by Local Educational Agencies, Subpart 1, Basic Program
> Requirements. The full text of the final regulations and the preamble
> may be viewed by accessing the following link: ed.gov/news/fedregister
> Title I - Improving the Academic Achievement of the Disadvantaged;
> Final Rule, December 2, 2002 (67 FR 71710); §§200.26 through 200.29 of
> title 34 of the Code of Federal Regulations (CFR).

## [An Overview of Schoolwide Programs]{.underline}  {#an-overview-of-schoolwide-programs .unnumbered}

A schoolwide program is a comprehensive reform strategy designed to
upgrade the entire educational program in a Title I school; its primary
goal is to ensure that all students, particularly those who are
low-achieving, demonstrate proficient and advanced levels of achievement
on State academic achievement standards. This schoolwide reform strategy
requires that a school\--

-   Conduct a comprehensive needs assessment;

-   Identify and commit to specific goals and strategies that address
    those needs;

-   Create a comprehensive plan; and

-   Conduct an annual review of the effectiveness of the schoolwide
    program and revise the plan as necessary.

Adopting this strategy should result in an ongoing, comprehensive plan
for school improvement that is owned by the entire school community and
tailored to its unique needs.

> Whereas Title I targeted assistance programs only provide educational
> services to identified individual students, schoolwide programs allow
> staff in schools with high concentrations of students from low-income
> families to redesign their entire educational program to serve all
> students. The emphasis in schoolwide program schools is on serving
> [all]{.underline} students, improving [all]{.underline} structures
> that support student learning, and combining [all]{.underline}
> resources, as allowed, to achieve a common goal. Schoolwide programs
> maximize the impact of Title I.

A growing body of evidence shows that it is possible to create schools
where all students achieve to high standards, even when most students in
the school are poor or disadvantaged. These schools share common
characteristics, including:

-   A clear focus;

-   High expectations for students and staff;

-   An environment focused on learning;

-   Strong leadership;

-   Curriculum, instruction, and assessments aligned with standards;

-   High-quality professional development;

-   A collaborative spirit and collaborative structures;

-   Meaningful parental involvement; and

-   A commitment to continuous review and improvement.

These characteristics are most likely to produce effective schools when
they are integrated together into a schoolwide framework. The Title I
schoolwide process supports the creation of high-performing schools by
encouraging schools to make significant, even radical, changes in how
they do business, and providing them with a comprehensive process for
doing so. Developing and implementing a high-quality schoolwide program
is a systemic, effective strategy for increasing the academic
achievement of all students.

The schoolwide authority also reflects the following fundamental
principles of Title I, as amended by the NCLB:

-   [Accountability for results]{.underline}**.** In a schoolwide
    program, accountability for results is shared throughout the school.
    All students are expected to meet the State's challenging standards,
    and students who experience difficulty mastering those standards are
    provided timely, effective, additional assistance. Teachers use
    information about student performance and share ways that
    instruction can be improved to meet a wide range of student needs.
    The school keeps parents informed of the achievement of individual
    students, and of the progress of the school in meeting its goals.

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-   [Research-based practices.]{.underline} Schoolwide programs operate
    according to a plan that contains proven, research-based strategies
    designed to facilitate schoolwide reform and improvement.
    Professional development activities are based on practices proven to
    be successful in helping teachers improve the quality of their
    instruction.

-   [School and community engagement.]{.underline} Staff in schoolwide
    programs engage parents and the community in their work as planners,
    participants, and decision makers in the operation of the school.
    This collaboration is based on a shared vision of the school's
    values and overall mission. These partnerships strengthen the
    school's ability to meet the needs of all students and improve the
    school.

## [Core Elements of Schoolwide Programs]{.underline} {#core-elements-of-schoolwide-programs .unnumbered}

> NCLB established high standards of accountability for State and local
> educational agencies (SEAs and LEAs), by requiring them to raise the
> achievement of all students, including students in the nation's
> poorest schools. States must describe how schools will close the
> achievement gaps between major subgroups of students, make adequate
> yearly progress (AYP), and ensure that all students, including those
> who are educationally disadvantaged, meet the State's academic
> achievement standards.
>
> The schoolwide approach to achieving these ambitious goals is based on
> the premise that comprehensive reform strategies rather than separate,
> add-on services are most effective in raising academic achievement for
> the lowest []{.mark}achieving students in a school. A well-designed
> and implemented schoolwide program touches all aspects of the school's
> operation and offers an appropriate option for high-poverty schools
> seeking to improve achievement for all students, particularly the
> lowest achieving.

In general, schoolwide programs\--

-   Plan for comprehensive, long-term improvement;

-   Serve all students with highly qualified teachers and
    paraprofessionals;

-   Provide continuous learning for staff, parents, and the community;

-   Use research-based practices to develop and implement enriched
    instruction for all students;

-   Use inclusive approaches to strengthen the school's organizational
    structure;

-   Consolidate resources to achieve program goals[^1]; and

-   Engage in continuous self-assessment and improvement.

> There are three core elements of a schoolwide program, each of which
> is discussed in more detail later in this document *\[34 CFR
> 200.26\].*

1.  A school operating a schoolwide program must conduct a comprehensive
    needs assessment that identifies the school's strengths and
    challenges in key areas that affect student achievement.

2.  The school must develop a comprehensive schoolwide plan that
    describes how

> it will achieve the goals it has identified as a result of its needs
> assessment. The schoolwide plan must\--

-   Identify reform strategies, aligned with the needs assessment, that
    are research-based and provide opportunities for all children to
    meet the State's proficient or advanced levels of academic
    achievement;

    -   Provide instruction by highly qualified teachers;

    -   Offer high-quality, ongoing professional development;

    -   Create strategies to attract highly qualified teachers;

    -   Create strategies to increase parental involvement;

    -   Develop plans to assist preschool students through the
        transition from early childhood programs to local elementary
        school programs;

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-   Identify measures to include teachers in decisions regarding the use
    of academic assessments;

-   Conduct activities to ensure that students who experience difficulty
    attaining proficiency receive effective, timely, additional
    assistance; and

-   Coordinate and integrate Federal, State and local services and
    programs.

> Additionally, the school plan must document that it has met the intent
> and purposes of each program whose funds are consolidated if it
> chooses to consolidate funds from Title I, Part A, and other Federal
> education program funds and resources without maintaining separate
> fiscal accounting records by program, or meeting most statutory
> requirements of those programs *\[Section 1114(b)(1) of Title I of
> ESEA\]*.
>
> (See
> <http://www.ed.gov/legislation/FedRegister/other/2004-3/070204a.html>
>
> for information on the programs that can be consolidated in a
> schoolwide program and examples of how to meet the intent and purposes
> of such programs.)

3.  The school must evaluate annually the outcomes and the plan's
    implementation to determine whether the academic achievement of all
    students, and particularly of low-achieving students, improved,
    whether the goals and objectives contained in the plan were
    achieved, and if the plan is still appropriate as written.

## [Questions and Answers]{.underline} {#questions-and-answers .unnumbered}

> A-1. What requirements must a school meet to be eligible to operate a
> schoolwide program?
>
> In general, a Title I school may operate as a schoolwide program only
> if a minimum of 40 percent of the students in the school, or residing
> in the attendance area served by the school, are from low-income
> families. *\[Section 1114(a)(i) of Title I of ESEA\].*
>
> A-2. What is the essential difference between a Title I schoolwide
> program and a Title I targeted assistance program?
>
> A targeted assistance program employs staff paid with Title I funds to
> serve only those students who have been identified as being most
> at-risk of not meeting the State's challenging standards. Multiple
> measures of student academic achievement are used to determine which
> students are eligible to participate in the program. Services to
> eligible students may be provided in a "pullout" setting on a limited
> basis, or may be provided in the regular classroom.
>
> Schoolwide program schools use Title I funds to meet the needs of all
> students in the school, as determined through a comprehensive needs
> assessment. Individual students are not identified as eligible to
> participate. No distinctions are made between staff paid with Title I
> funds and staff who are not. All school staff are expected to direct
> their efforts toward upgrading the entire educational program and
> improving the achievement of all students, particularly those who are
> low achieving.
>
> **A-3. What factors should a high-poverty school take into
> consideration when deciding to operate a schoolwide program?**

The primary consideration for a high-poverty school when considering
whether to operate a schoolwide or a targeted assistance program is
which strategy provides the greatest likelihood of improving the
achievement of its students with the greatest needs. Properly
implemented, schoolwide programs enable Title I schools with high
concentrations of poverty to improve the achievement of their
lowest-performing students by redesigning their total educational
program rather than merely adding on services for students identified as
especially at-risk.

The original schoolwide concept (which was first included in the law in
1978) drew on "effective schools" research that pointed to the value of
implementing comprehensive improvement strategies throughout an entire
school as a way of improving outcomes for individual students. Research
findings since that time reinforce the fact that all children, including
the lowest-performing children, in high-poverty communities can master
challenging academic content and complex problem solving skills when
resources, practices, and procedures are coordinated across an entire
school.

# B. CONDUCTING THE COMPREHENSIVE NEEDS ASSESSMENT[^2]

> A school wishing to operate a schoolwide program must undertake a
> specified yearlong planning process (unless the school district
> determines that less time is needed). A school that already operates a
> schoolwide program also can use this planning process to update or
> revise existing plans. An updated needs assessment, in particular,
> could help school staff identify where needs have changed in a school
> that has been operating a schoolwide program for a long period of
> time.
>
> The planning process begins with the required comprehensive needs
> assessment. *\[Section 1114(b)(2)(B) of Title I of ESEA\].* The needs
> assessment is critical to developing a schoolwide program, as it
> reveals the priority areas on which the program will focus. The needs
> assessment guides the development of the comprehensive schoolwide plan
> and suggests benchmarks for its evaluation, and, as such, is closely
> linked to all aspects of schoolwide program implementation. The needs
> assessment is based on academic information about all students in the
> school, including economically disadvantaged students; students from
> major racial and ethnic groups; students with disabilities; limited
> English proficient students, and migrant students.

###### 

> This section describes recommended steps staff should take in
> conducting the required needs assessment: (1) establishing a
> schoolwide planning team; (2) clarifying the vision for reform; (3)
> creating the school profile; (4) identifying data sources; and (5)
> analyzing data.

##  {#section-1 .unnumbered}

##  {#section-2 .unnumbered}

## [Planning as an Organizational Strategy]{.underline} {#planning-as-an-organizational-strategy .unnumbered}

> Before the school staff begins step one, it is important that they
> develop a common understanding of the role of systemic planning in
> school reform. Typically, planning is identified as a short-term
> process that ends once a plan is written. In this document, planning
> is seen as an ongoing process in which school staff: identify needs,
> identify interventions to address the needs, assess the effectiveness
> of those interventions, and make revisions as needed. Planning is an
> *organizational strategy* that guides program development,
> implementation, and evaluation.

Systemic planning provides structure for improvement and a logical way
for school staff to think about the changes that need to be made in the
school initially and throughout the life of the schoolwide program.
Planning encompasses many activities, such as the development of a
shared vision, the identification of reform priorities, and the creation
of goals. It directs the initial needs assessment and its periodic
updates and helps the school to revisit its initial goals and activities
in light of evaluation findings. Systemic planning is essential to both
initial school reform and to the school's continuous improvement.

###### The five-step process outlined below helps schools organize and complete the comprehensive needs assessment; it includes the guiding principles suggested in *Implementing Schoolwide Programs: An Idea Book on Planning, Volume 1*[^3], published by the U. S. Department of Education. 

###### 

## [Step 1: Establishing a Schoolwide Planning Team]{.underline}[^4] {#step-1-establishing-a-schoolwide-planning-team .unnumbered}

A formal schoolwide planning team should be in place to lead the process
of developing the schoolwide program. Primarily, this team should
organize and oversee the needs assessment process; lead the staff in
developing the schoolwide plan; and conduct or oversee the program's
annual evaluation. Typically, the principal or another instructional
leader establishes this core planning team, which might consist of:
school and district administrators; teachers representing different
grades and content areas; other professional staff in the school such as
guidance counselors and curriculum specialists; parents and other
community members; and students (in a secondary school). In addition to
possessing diverse skills and experience, the team should be
knowledgeable about Title I programs and their regulatory requirements.

> The answers to the following questions provide useful information for
> determining how to establish the planning team.

-   **Is there an existing team or committee that can serve as the
    schoolwide planning team?** Use of an existing group will avoid
    duplication of effort and capitalize on the collective experience
    and expertise in the school as long as all the appropriate
    participants are represented.

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-   **If a new team is established, how will members be selected and
    recruited?** The representative participation of school staff should
    be encouraged in order to ensure active participation in the
    planning process and implementation of the schoolwide program.
    Parents and members of the business community should also be
    actively recruited.

Once the planning team is created, it will face a number of
organizational tasks, such as identifying member roles and
responsibilities, identifying and involving key stakeholders, recruiting
additional members when necessary, organizing the team's work, and
preparing the school for change. Below are some issues the core planning
team will want to consider:

-   **How will the schoolwide planning team organize its work and how
    will members establish effective working relationships with each
    other and with constituent groups?** Professional development and
    training is a valuable tool to help the planning team establish
    common ground and adopt successful practices and procedures for
    working together and with the staff. Consultants can work
    effectively with the core planning team to establish skills in
    leadership, consensus building, meeting management, and project
    organization.

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-   **How will members of the schoolwide planning team communicate with
    the groups they represent and with community members who have a
    stake in the success of the schoolwide program**? The schoolwide
    planning team should seek input and participation from the groups it
    represents as well as other community members. Once the plan is
    drafted, all stakeholders should be provided with an opportunity to
    review it and provide comments. The team should take care to
    identify who is responsible for what in the plan and that those
    identified understand and agree to those responsibilities.
    Stakeholders should also participate in the program's annual review
    and revision.

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-   **How much autonomy will the planning team have in decision
    making?** The planning group should have the autonomy to carry out
    the functions necessary to complete the schoolwide program design
    process. However, the group should balance this autonomy with a
    commitment to stakeholder participation in major program development
    and implementation decisions. Shared leadership is an essential
    component of successful schoolwide programs.

## [Step 2: Clarifying the Vision for Reform]{.underline}  {#step-2-clarifying-the-vision-for-reform .unnumbered}

Before the needs assessment begins, the school staff should discuss what
their reformed school will look like in terms of student success, and
how that vision differs from what currently exists. This discussion will
lead to the identification of strengths and challenges the school should
address to achieve meaningful change, improve student achievement, and
attain that vision.

A collective vision is the engine that drives school reform. A
collective vision that reflects the intents and purposes of schoolwide
programs will capture the school's response to some or all of these
important questions:

-   What is our purpose here?

-   What are our expectations for students?

-   What are the responsibilities of the adults who work here?

-   How important are collaborations and partnerships?

-   How are we committed to continuous improvement?

> Gathering a wide array of thoughts and opinions together into a
> single, organizational vision requires persistence, energy, outreach,
> and non-judgmental listening. This process is especially important
> when the group is contemplating the reengineering of every part of the
> school, from standard operating procedures to expectations for
> students. The effort is worth the investment, however, since a shared
> vision is an essential component of a school's culture, and that
> culture is what should be addressed for the school to truly reform.

## [Step 3: Creating the School Profile]{.underline} {#step-3-creating-the-school-profile .unnumbered}

As a school prepares to become a schoolwide program, it needs to
understand its current status, a snapshot that will help illustrate the
gap between where the school is now and where it wants to be when its
vision is realized.

> A school profile provides that picture; it is a data-driven
> description of the school's student, staff, and community
> demographics, programs, and mission. The school profile serves as a
> starting point for discussion by the planning team, and useful
> information for each of the focus areas of the needs assessment that
> follows. It suggests critical areas that might be addressed in the
> schoolwide plan.
>
> To create the profile, the schoolwide planning team should first
> decide which focus areas are most essential to reform the school.
> Although additional factors may be added to the profile, those listed
> on the following pages significantly impact student achievement, and,
> at a minimum, the schoolwide planning team should assess the school's
> current status with respect to each of them. Some questions that will
> help the team know what information to collect are listed after each
> factor.

######## Student Needs

-   How well are students achieving on State assessments, in general, in
    identified subgroups and individually?

-   Are there measurable goals for achievement that are known by
    parents, teachers, and students?

-   How does the school identify individual student needs?

-   What are the student mobility rates? Dropout rates? Attendance
    rates?

-   What, if any, significant disciplinary problems exist in the school?

-   What intervention process is in place to ensure that students'
    educational needs are met in a timely manner?

-   Does the school have indicators of student success that are not
    academic? If so, what are they, and how are they assessed?

-   Did the school make AYP last year? In prior years? If not, why?

######## 

######## Curriculum and Instruction

-   How do staff members express high expectations for student
    achievement? Is the curriculum aligned with the State's challenging
    academic content standards? How are high expectations set in
    subjects for which the State has not established standards? Have
    teachers participated in a curriculum alignment process?

-   What instructional materials are used in the school? Are they
    up-to-date, and do they reflect the State\'s academic content
    standards?

-   Is there scientifically-based research that supports the curriculum
    and the instructional program being used in the school?

-   What assessment instruments, including diagnostic assessments, are
    routinely used to measure student achievement? What role do teachers
    play in deciding what assessments will be used to measure student
    achievement?

-   How are assessment results used?

-   Is instructional technology available to all students? Do teachers
    integrate technology into teaching?

-   Does the school evaluate curriculum and instruction to determine
    whether they address the needs of all students?

######## Professional Development

-   Are all teachers and instructional paraprofessionals highly
    qualified?

-   Is there a process to determine the professional development needs
    of teachers?

-   What kinds of professional development are offered to teachers? To
    paraprofessionals? To other staff?

-   Is professional development voluntary or mandatory? To what degree
    does staff participate?

-   Is professional development related to classroom instruction?

-   How frequently is professional development offered? What follow-up
    activities take place? Is the professional development ongoing and
    incorporated into the day-to-day routine of the staff?

-   Do teachers have the opportunity to collaborate as team members
    and/or mentors during these sessions?

-   Who provides professional development (e.g., school district, SEA,
    regional laboratory, etc.)? Are external resources (e.g., expert
    practitioners, regional laboratories, representatives of higher
    education institutions, SEA staff, etc.) used to provide staff
    development for the school? How often does this occur?

-   Does the daily teacher schedule allow for common planning time
    across grade levels and content areas?

-   How is professional development evaluated and mid-course corrections
    made if needed?

######### Family and Community Involvement

-   Do teachers routinely communicate with parents (formally and
    informally) about the academic progress of their children?

-   How are parents and the community involved in activities that
    support student learning?

-   How does the school involve parents and the community in school
    governance decisions?

-   Are health and human services available to support students and
    their families?

-   Are translators and written communications available for families
    who speak languages other than English?

-   Does the school or district offer adult education programs?

-   Are staff and students involved in community activities?

-   Does the school partner with local businesses to enhance its
    educational program?

-   How does the community view the school?

-   How is the effectiveness of parent and community involvement
    strategies evaluated and revised, as needed?

######## School Context and Organization

-   Does the school have a vision and a mission statement? Are they
    widely known and understood? Is the vision periodically reviewed to
    determine if it meets the needs of the school?

-   Is the entire school staff involved in decisions about school
    operations? How?

-   Is the school safe and orderly?

-   What disciplinary policies exist, and how are these policies
    enforced?

-   What is the school climate? Are staff and student morale high?

-   How is the school managed?

-   What role(s) does the principal play? Is he or she viewed primarily
    as an instructional leader? A business manager? A disciplinarian?

-   How is the school budget determined, and how are priorities set?

-   How are all resources (funds, time, personnel) currently allocated?

-   How are the financial resources prioritized to meet the needs of the
    school?

-   Does the school currently operate with one written plan? Was the
    plan developed collaboratively? Is the plan followed?

-   Overall how much progress has the school made in the last year? In
    the last two years?

## [Step 4: Identifying Data Sources]{.underline}  {#step-4-identifying-data-sources .unnumbered}

> The team is charged with gathering and organizing data in these five
> focus areas. In some areas, the team can access existing data. For
> example, they will be able to gather quantitative data such as student
> achievement results, enrollment counts, dropout rates, and graduation
> rates from school and district records and reports, and demographic
> statistics from community-based or other organizations.
>
> In other areas, however, the planning team may need qualitative data
> that reveal attitudes and perceptions. To gather this information, the
> team may either use existing instruments or design its own to be used
> for written surveys or face-to-face or telephone interviews, focus
> groups, or classroom observations.
>
> Obtaining qualitative data requires good organization and adequate
> time. The kind of information needed and the source of that
> information will determine the collection method to be used.
> Safeguards must be taken to ensure that collection methods are
> appropriate for the groups or individuals surveyed. For example, a
> lengthy written survey is not appropriate for a parent who has reading
> difficulties or limited English proficiency; instead, conducting a
> focus group might be an appropriate means of eliciting useful
> information.
>
> The following list provides some additional guidelines for obtaining
> data:

-   Explain the purpose of each data collection instrument. Some
    planning teams write cover letters for surveys explaining how the
    process works and why answers to the questions are important to
    school improvement efforts.

-   Phrase all questions appropriately, and omit unnecessary questions.
    It is not productive for the planning team to gather more
    information than it can handle. Careful proofreading is a must.

-   Assure those surveyed that their individual answers will be kept
    confidential.

-   Establish a culture that there are no right or wrong answers and
    that there are no consequences.

-   Give survey participants enough time to think about their answers
    and return surveys without being rushed.

-   Ensure that those who are gathering the data are available to answer
    questions about the instrument.

Whichever data collection methods are chosen, the schoolwide planning
team will need to (1) identify individuals to be surveyed or
interviewed; (2) determine how to receive the information and follow up
with people who do not respond; (3) duplicate and distribute data
collection forms, as needed; (4) organize the data within the identified
focus areas; and (5) tabulate the data and display results in ways that
are clear and understandable. Creating charts, tables, and tally sheets
can help the team organize the data and reveal trends that will be
useful later when schoolwide priorities are established.

## [Step 5: Analyzing data]{.underline}  {#step-5-analyzing-data .unnumbered}

> Sound data analysis is an essential step in moving from information
> gathering to the creation of a schoolwide plan that accurately and
> realistically addresses the key reform issues the school faces. As the
> planning team analyzes the data it has collected, the gap between the
> school's established vision for itself and its current operating state
> will become more clear, and the team will begin to recognize issues
> that have a significant impact on student achievement. The most
> important of these will be addressed in the schoolwide plan that is
> developed.

The following questions can serve as helpful prompts as the planning
team discusses the collected data:

-   What are the strengths and the challenges of the current school
    program?

-   Does the evidence gathered support staff assumptions about strengths
    and needs?

-   Are there information gaps? What more do we need to know?

-   What priorities does the information suggest?

> Before distributing reports or findings, the schoolwide planning team
> should carefully review the data it has collected and the conclusions
> it has drawn. The team should establish a process to ensure that
> "outside eyes" (e.g., other teachers, district administrators) review
> the data and the team's interpretation of the findings. It is
> essential that stakeholders be able to see a clear connection between
> the information gathered and the conclusions that are based on that
> information.
>
> After thorough analysis, the planning team should summarize the data
> that have been gathered, conclusions that have been drawn, and needs
> that have emerged in all of the focus areas. This information should
> be shared with all stakeholders in as many ways as possible because it
> will be used as the basis for the goals and strategies that will be
> developed. Once this sharing has taken place, the planning team will
> work with the school staff to prioritize the needs and determine how
> the most important of them will be addressed in the schoolwide plan.
> That process is addressed in the next section.

## [Questions and Answers]{.underline} {#questions-and-answers-1 .unnumbered}

> B-1. How is the needs assessment related to the comprehensive plan and
> the evaluation?
>
> The needs assessment should identify gaps between the current status
> of the school and its vision of where it wants to be, relative to key
> indicators or focus areas. Data obtained from the needs assessment
> provide the foundation for the goals of the comprehensive schoolwide
> plan. The program's evaluation measures how successful the school has
> been in addressing identified needs, and meeting the goals of the
> plan.
>
> B-2. Must every school spend an entire year planning before
> implementing a schoolwide program?
>
> In general, every school that plans to operate a schoolwide program is
> required to spend an entire year conducting the planning process.
> However, an exception to this general rule can be made if the school's
> LEA determines, after considering the recommendation of
> State-supported technical assistance providers, that the school needs
> less time to develop and implement its schoolwide program. *\[Section
> 1114(b)(2)(B)(i)(I) of Title I of ESEA\].*
>
> B-3. Should planning be a continuous activity even after the initial
> planning year?
>
> Yes. Although the comprehensive needs assessment as described in this
> section is required only during the planning year preceding the
> implementation of the schoolwide program *\[Section 1114(b)(1)(A) of
> Title I of ESEA\]*, effective programs incorporate planning into a
> continuous cycle of improvement. They regularly monitor and adjust
> their plans using updated school profile information, a reassessment
> of needs, and the results of their required annual evaluation.
>
> B-4. If a school participates in a full planning year, is it required
> to implement its schoolwide program?
>
> No. Although a school that goes through the yearlong planning process
> would typically implement a schoolwide program, it is conceivable that
> the school may choose not to do so. The school might decide that it
> needs additional time or might determine that it can better meet the
> needs of students through implementation of a Title I targeted
> assistance model. This decision should reflect the thoughtful
> consideration of the school staff about what is best for students and
> should be made in collaboration with the LEA and other stakeholders.

**B-5. Is there a role for non-instructional staff in the planning and
implementation of schoolwide programs?**

> Yes. For the entire educational program of a school to improve,
> schoolwide program reform efforts must be comprehensive. This means
> that both instructional and non-instructional staff should be included
> in the design and implementation of the plan. Typically, participants
> include teachers, principals and administrators, pupil services
> personnel, guidance counselors, and also cafeteria workers,
> transportation staff, health services providers, technical assistance
> providers, and students (if the school is a secondary school).
> *\[Section 1114(b)(2)(B)(ii) of Title I of ESEA\].*

# C. CREATING THE COMPREHENSIVE PLAN

> This section of the guidance describes how the schoolwide planning
> process moves from collecting and analyzing data and identifying needs
> to prioritizing those needs and developing a comprehensive plan to
> address them. Writing the plan is an extremely important step in this
> process, since a well-constructed plan provides a blueprint for all
> core operations in the schoolwide program. Done well, the plan brings
> focus and coherence to activities and helps ensure unity of purpose,
> alignment, and clear accountability.

## [Comprehensive Plan Components]{.underline} {#comprehensive-plan-components .unnumbered}

> A comprehensive plan must address all of the components defined in the
> ESEA *\[Section 1114(b) of Title I of ESEA\]*. Each required component
> is described below, with an explanation of how each contributes to the
> creation of a successful schoolwide program.

-   [Schoolwide reform strategies]{.underline}. 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.

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-   [Instruction by highly qualified teachers]{.underline}. High
    poverty, low-performing schools are sometimes staffed with
    disproportionately high numbers of teachers who are not highly
    qualified. To address this disproportionality, the ESEA requires
    that all teachers of core academic subjects and instructional
    paraprofessionals (employees of a LEA who provide instructional
    support) in a schoolwide program school 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 their
    subject matter and are skilled in teaching it.

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-   [High-quality and ongoing professional development]{.underline}.
    Teachers and other staff in schoolwide program schools must be
    equipped to face the challenge of helping all students meet the
    State's academic achievement standards. To do this, they must be
    familiar with the goals and objectives of the schoolwide plan, and
    receive the sustained, high-quality professional development
    required to implement them. The statute requires that professional
    development be extended, as appropriate, to those who partner with
    teachers to support student achievement, such as principals,
    paraprofessionals, and parents.

-   [Strategies to attract highly qualified teachers to high-need
    schools]{.underline}. Although recruiting and retaining highly
    qualified teachers is an on-going challenge in high poverty schools,
    low-performing students in these schools have a special need for
    excellent teachers. Therefore, the schoolwide plan must describe the
    strategies it will use to attract and retain highly qualified
    teachers.

-   [Strategies to increase parental involvement]{.underline}. Research
    continues to demonstrate that successful schools have significant
    and sustained levels of parental involvement. Therefore, it is
    important that schoolwide plans contain strategies to involve
    parents, especially in helping their children do well in school. In
    addition, parents must be involved in the planning, implementation,
    and evaluation of the schoolwide program.

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-   [Plans for assisting preschool students in the successful transition
    from early childhood programs to local elementary schoolwide
    programs]{.underline}.

> This component emphasizes the value of creating a coherent and
> seamless educational program for at-risk students. Early childhood
> programs, including Early Reading First and others, provide a
> foundation for later academic success, and effective schoolwide
> programs capitalize on this strong start.

-   [Measures to include teachers in decisions regarding the use of
    academic assessments]{.underline}. In addition to State assessment
    results, teachers need current and ongoing assessment data that
    describe student achievement. These data often come from less formal
    assessments, such as observation, performance assessments, or
    end-of-course tests. The schoolwide program should provide teachers
    with 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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-   [Activities to ensure that students who experience difficulty
    attaining proficiency receive effective and timely additional
    assistance]{.underline}. The schoolwide program school must identify
    students who need additional learning time to meet standards and
    provide them with timely, additional assistance that is tailored to
    their needs. This assistance must be available to all students in
    the school who need it.

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-   [Coordination and integration of Federal, State, and local services
    and programs]{.underline}. Schoolwide program schools 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. In addition to coordinating and integrating services,
    schoolwide program schools may combine most Federal, State and local
    funds to provide those services. Exercising this option maximizes
    the impact of the resources available to carry out the schoolwide
    program.

## [Identifying Priorities and Effective Strategies]{.underline} {#identifying-priorities-and-effective-strategies .unnumbered}

In most schools, conducting a comprehensive needs assessment will result
in the identification of a large number of issues that could be
addressed to improve the achievement of students. However, no school
should attempt to address every identified need in a single year. Most
planning experts suggest that schools prioritize their major issues and
address no more than three of the most important in the first year. When
the needs assessment is complete, the planning team should work with the
school staff to establish these priorities. A number of activities are
available that help groups work through the priority-setting process.

Once priority needs have been identified, the planning team should
describe them in detail and generate discussion among staff members and
other stakeholders about strategies to address them. Becoming a
schoolwide program means the school has accepted a collective
responsibility for reaching and teaching all students. Therefore, in
addition to being grounded in scientifically based research, the
strategies developed must be comprehensive and span all grades and
subjects.

> The planning team might create a chart similar to the one below to
> organize their needs assessment findings and proposed solutions in
> each of the profile focus areas.

# 

+-----------------------------------+-----------------------------------+
| **Profile Focus Area** --         |                                   |
| **Curriculum and Instruction**    |                                   |
|                                   |                                   |
| **Summary of problem:** Low       |                                   |
| reading achievement in grades 1   |                                   |
| through 5                         |                                   |
+-----------------------------------+-----------------------------------+
| **Problem/Need**                  | **Possible Actions**              |
|                                   |                                   |
| Reading curriculum is not         | -   Adopt a research-based        |
| coordinated across grade levels.  |     program that supports         |
|                                   |     consistency across grade      |
|                                   |     levels.                       |
|                                   |                                   |
|                                   | -   Revise curriculum guidelines  |
|                                   |     to increase program           |
|                                   |     consistency.                  |
|                                   |                                   |
|                                   | -   Provide uniform professional  |
|                                   |     development across grade      |
|                                   |     levels.                       |
|                                   |                                   |
|                                   | -   Select and purchase new       |
|                                   |     instructional materials that  |
|                                   |     are based on scientifically   |
|                                   |     based research and aligned    |
|                                   |     with State standards and      |
|                                   |     assessments.                  |
+-----------------------------------+-----------------------------------+
| **Problem/Need**                  | **Possible Actions**              |
|                                   |                                   |
| There is a persistent achievement | -   Further disaggregate test     |
| gap between the academic          |     data to determine specific    |
| performance of minority and       |     skill deficits and re-teach   |
| non-minority students in reading. |     those areas.                  |
|                                   |                                   |
|                                   | -   Examine instructional         |
|                                   |     materials to determine if     |
|                                   |     they are appropriate for the  |
|                                   |     lowest-performing students.   |
|                                   |                                   |
|                                   | -   Establish a performance plan  |
|                                   |     that specifies skill mastery  |
|                                   |     and timelines for completion. |
|                                   |                                   |
|                                   | -   Provide additional            |
|                                   |     instructional assistance      |
|                                   |     during the school day and     |
|                                   |     after school as appropriate.  |
+-----------------------------------+-----------------------------------+
| **Problem/Need**                  | **Possible Actions**              |
|                                   |                                   |
| Assessment methods conflict or    | -   Select or develop assessment  |
| are not aligned with the academic |     tools that are aligned with   |
| content and achievement           |     the content standards.        |
| standards.                        |                                   |
|                                   | -   Develop and implement a       |
|                                   |     student portfolio system as   |
|                                   |     one means to assess mastery   |
|                                   |     of the achievement standards. |
|                                   |                                   |
|                                   | -   Expand the use of diagnostic  |
|                                   |     assessment as one means to    |
|                                   |     obtain student level          |
|                                   |     information.                  |
|                                   |                                   |
|                                   | -   Assign cross-grade level      |
|                                   |     teams to establish common     |
|                                   |     assessment rubrics.           |
|                                   |                                   |
|                                   | -   Improve the consistency of    |
|                                   |     letter grade reporting across |
|                                   |     grade levels, and among       |
|                                   |     teachers.                     |
+-----------------------------------+-----------------------------------+
| **Problem/Need**                  | **Possible Actions**              |
|                                   |                                   |
| Reading curriculum is outdated    | -   Request technical assistance  |
| and does not reflect the State's  |     from the State and other      |
| content and achievement           |     providers to revise and align |
| standards.                        |     the curriculum with the       |
|                                   |     State's standards.            |
|                                   |                                   |
|                                   | -   Ensure that a curriculum      |
|                                   |     committee is in place to      |
|                                   |     review and revise the         |
|                                   |     curriculum as needed.         |
|                                   |                                   |
|                                   | -   Review the content of         |
|                                   |     textbooks and other           |
|                                   |     instructional materials to    |
|                                   |     ensure that they              |
|                                   |     appropriately reflect the     |
|                                   |     core curriculum as aligned to |
|                                   |     the State standards.          |
+-----------------------------------+-----------------------------------+
| **Problem/Need**                  | **Possible Actions**              |
|                                   |                                   |
| Reading skills are not reinforced | -   Conduct workshops to provide  |
| with learning activities outside  |     parents with home activities  |
| the school.                       |     that are consistent with      |
|                                   |     grade-level content           |
|                                   |     standards.                    |
|                                   |                                   |
|                                   | -   Implement reading workshops   |
|                                   |     to increase the amount and    |
|                                   |     quality of student reading    |
|                                   |     time.                         |
|                                   |                                   |
|                                   | -   Use other subject areas to    |
|                                   |     practice reading.             |
+-----------------------------------+-----------------------------------+

The planning team should remember that any strategies the school
considers should be research-based and likely to produce the desired
results. If they look outside the school for products and services to
address identified needs (e.g., model developers, research
organizations, or consultants) schoolwide planners should be careful
consumers. They should scrutinize the proposals of these providers to
ensure that all recommended activities are aligned with the State's
academic content and achievement standards, and have been implemented
successfully in similar school settings. In addition, schools
considering outside services should\--

-   Closely examine what the program offers to determine how well it
    fits with identified needs;

-   Insist on seeing solid, research-based evidence of a program's
    success; and

-   Ask for references and contact schools where the program has been
    implemented.

## [Setting Measurable Goals]{.underline} {#setting-measurable-goals .unnumbered}

> Once priority needs and potential solutions have been identified, it
> is time for the schoolwide planning team to draft goals that set the
> course for the schoolwide program.
>
> The schoolwide plan should contain both student achievement goals
> (e.g., assessment targets) and goals that address how the school will
> operate (e.g., goals that address shared leadership or teacher
> collaboration). Because goal statements are broad indicators of
> intention, they must be connected to specific objectives, strategies,
> and action steps to become effective targets that truly guide
> schoolwide activities. A well-written schoolwide plan goal is
> specific, measurable, attainable, time-bound and, most importantly,
> focused on increasing achievement for all students in the school. Each
> effective goal also implicitly contains an evaluation question,
> indicating how the school will know if the goal has been achieved.

After it develops each broad goal statement, the planning team should
refer to its list of research-based solutions to help create concrete
strategies and action steps. Answering the following questions might
also help the team to create the specific strategies that will help the
school achieve its goals:

-   What professional development is needed to achieve these goals?

-   Which technical assistance providers will offer or support the
    professional development associated with meeting these goals?

-   How can current resources (time, monetary, human) be reallocated to
    achieve these goals?

-   What additional resources---human and fiscal---will be needed to
    achieve these goals (e.g., teaching specialists, textbooks,
    technology, planning time), and what funding is available to obtain
    them?

-   What roles(s) will parents and the community play in achieving these
    goals?

-   What are the barriers to achieving these goals, and how can they be
    addressed?

-   What action steps will ensure the attainment of each goal?

-   Who will be responsible for ensuring that the actions are taken?

-   Within what timeframe will each action be taken?

Before a school finalizes its goals, the planning team should review the
quality of each one, asking\--

-   Does this goal address a crucial identified need?

-   Will achieving this goal positively affect all students in the
    school, especially those who are the beneficiaries of the individual
    programs included in the schoolwide program?

-   Is the goal specific enough to be understood by all stakeholders?

-   Does the goal include specific objectives, strategies, and action
    steps?

-   Is the expected outcome measurable? Does it identify both short-term
    and long-term outcomes?

-   Is the goal realistic and attainable?

-   What is the timeline for achieving this goal?

## [Writing the Plan]{.underline} {#writing-the-plan .unnumbered}

> At this point in developing a schoolwide program, the planning team
> will have completed the needs assessment, analyzed results, identified
> priorities, created program goals, and selected strategies for
> activating those goals. All of these components come together in the
> writing of the comprehensive schoolwide plan.

The comprehensive plan is designed to capture in writing a focused and
coherent design to reform the entire school, subsuming any other plans
for individual programs within the school. The format of the plan might
vary from school to school and district to district, but each plan must
address the schoolwide plan components (either separately or combined)
that are described in Section C on page 16of this document. Typically,
the plan will contain the school's vision and mission statements, a
concise version of the school profile, and a summary of the needs
assessment. It will describe how the components will be addressed
through the established goals and the implementation of research-based
strategies, and contain targets for when the goals will be achieved.
Well-written plans also identify the person or persons responsible for
the strategies and describe how available resources will be used.

> The planning team should also consider the following when assembling
> the comprehensive plan:

-   [Does the school already have a comprehensive plan]{.underline}? To
    maintain focus, eliminate duplication of effort, and promote
    comprehensiveness, schools should operate under a single plan if at
    all possible. A school that already has a functional and
    comprehensive plan for school improvement should build on it, rather
    than starting over, as long as the existing plan was based on a
    comprehensive needs assessment and can be revised to include the ten
    required schoolwide components. No specific format is required. If
    an LEA or SEA requires a specific plan format, then the information
    required for the schoolwide plan should be incorporated into it.

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-   [How will the budget support the plan]{.underline}? The schoolwide
    plan should contain a budget that identifies all of the resources
    that will be available to implement the schoolwide program. In the
    spirit of Title I schoolwide programs, the budget should reflect the
    commitment the staff has made to using all available resources, as
    allowed, to improve the achievement of all students. The
    programmatic distinctions between "Title I" and "non-Title I"
    programs and funds should be phased out as the schoolwide program is
    implemented.

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-   [How will this plan accommodate changes over time]{.underline}? Once
    written, the schoolwide plan remains in effect as long as the school
    chooses to be a schoolwide program. However, creators of the
    original schoolwide plan should acknowledge from the beginning that
    the schoolwide plan will evolve and grow over time as changes occur
    inside and outside of the school. A school must review and revise
    its plan as necessary, evaluating it at least annually. These
    activities are likely to result in modifications that address
    changing student needs, new instructional approaches, or
    modifications in the State's standards, assessments, or
    accountability system.

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-   [Who will monitor the implementation of the plan]{.underline}? A
    school has flexibility in how it monitors the operation of the
    schoolwide program, but generally, a school team consisting of the
    principal, teachers, parents, external technical assistance
    providers, and other representatives from the school and community
    is given this responsibility. Representatives of programs from which
    funds have been consolidated should also be included on the team.
    Each member of the team should be knowledgeable about the purpose of
    schoolwide programs, the required components, and the contents of
    the school plan.

## [Questions and Answers]{.underline} {#questions-and-answers-2 .unnumbered}

> **C-1. Why do the regulations divide the ten required components for a
> schoolwide plan into five groups?**

The regulations *\[34 CFR 200.28\]* place the ten components into five
broad groups: schoolwide reform strategies, instruction by highly
qualified teachers, parental involvement, additional support for
students who need it, and evaluations. Since regulations are an
amplification and clarification of the statute, this organization
demonstrates how the ten components fall under the most important pieces
of a schoolwide program and of the NCLB as a whole. By organizing the
ten components in this way, hopefully those planning for and
implementing schoolwide reform will see the five groups as a way to
focus their attention and work on the activities in an organized and
systematic manner.

**C-2. If a school has been identified for improvement, may it still
become a schoolwide program?**

Yes. However, it will be important that the schoolwide planning team
observe and factor into its planning the work that may have already
begun under the school improvement plan, required under section 1116 of
the ESEA. Ideally, the school would generate one plan that is meaningful
and would guide the work of school members. That plan would include the
required components of both a school improvement plan and a schoolwide
program plan, many of which overlap.

#  D. PROGRAM EVALUATION/ANNUAL REVIEW

## [Evaluation/Annual Review of Schoolwide Programs]{.underline} {#evaluationannual-review-of-schoolwide-programs .unnumbered}

> Title I regulations require that a school operating a schoolwide
> program annually evaluate the implementation of, and results achieved
> by, the schoolwide program. This evaluation must determine whether the
> schoolwide program was effective in increasing the achievement of
> students in meeting the State's academic standards, particularly those
> students who had been furthest from achieving the standards. The
> school must revise its plan as necessary based on the results of the
> evaluation to ensure the continuous improvement of student
> achievement. *\[34 CFR 200.26(c)\]*.
>
> The regulations use the term "evaluation," which has a specific
> meaning in the research field. However, for Title I purposes, the
> intent is that schools conduct an annual review of the strategies in
> the schoolwide plan to determine if they are contributing to the
> desired outcomes either in terms of improvement in student
> achievement, or increases in other activities that lead to increased
> student achievement such as greater parental involvement or more
> high-quality professional development.
>
> The annual review can serve other valuable purposes. Results can\--

-   Inform internal program management and help school leaders make
    informed decisions to improve the quality of their program;

-   Answer stakeholder questions and help them better understand how
    effectively the school is meeting its stated goals;

-   Increase understanding of specific strategies and help the school
    determine the usefulness of the activities it has undertaken to
    increase student achievement; and

-   Promote interest in and support of a program or activity by
    illustrating certain strategies, their outcomes in terms of
    improving student achievement, and increasing support for their use.

[Identifying the Questions to Ask]{.underline}

There are two types of questions that schools will want to consider. The
first type asks whether or not the program is being implemented as the
planning group intended. It measures progress toward reaching benchmarks
and provides information that can be used to guide future
decision-making and improve the program's operation in subsequent years.
The second type looks at outcomes and answers the question "did the
achievement of students in meeting the State's academic standards
increase to the desired level, particularly for those students who had
been furthest from achieving the standards?\" In all cases, the
questions should be closely related to goals and objectives in the
school plan.

For example, a schoolwide plan might have a goal indicating that an
increased percentage of students will attain grade level proficiency in
reading as evidenced by a classroom-based assessment given every eight
weeks. One of the strategies for reaching this goal might be to better
align its kindergarten through grade 3 (K-3) instruction with State
standards through the use of common planning time for K-3 teachers.

> The evaluation of the implementation of the schoolwide program might
> reflect these questions:

-   Is there evidence that common planning for instruction by K- 3
    teachers produced more lessons and units that were aligned with the
    State standards than were previously aligned?

-   Was the pacing of instruction aligned across the classrooms of the
    K-3 teachers who planned together?

-   Do participating teachers feel that common planning time has
    improved their teaching?

> The evaluation of the outcome of the schoolwide program might reflect
> the following questions:

-   Was the target percentage of students meeting State standards
    reached in each quarter, in all grades?

-   What percentage of students, as a whole and in disaggregated groups,
    has achieved proficiency relative to the State's academic content
    and achievement standards and how does this compare to the
    percentage that achieved proficiency before schoolwide plan
    implementation?

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-   What does other student achievement data indicate about student
    progress toward meeting the State standards, including pre- and
    post-test scores, grades, quarterly reading achievement results, or
    other diagnostic classroom or school-based results?

Questions that look at both the implementation of the schoolwide program
and the results achieved provide the basis for program evaluation and
improvement. A school that monitors and adjusts its program based on
feedback will become increasingly effective.

> Once the school has identified the questions to be answered, it will
> want to consider which questions have the highest priority in a given
> year and consider limiting the review to those questions only. For
> example, a school operating a schoolwide program that has been newly
> identified for improvement because of low reading scores may decide to
> focus its annual review on the reading strategies being implemented
> and whether the desired outcomes are being reached. Another school may
> have implemented new parental involvement strategies during the past
> year and decide to focus its review on whether those strategies are
> being implemented as planned and if they are accompanied by increased
> parental involvement, an important factor in improving student
> achievement.
>
> A more detailed discussion of this topic can be found in the section
> headed [The Evaluation/Review Process]{.underline}.

## [Deciding Who Should Conduct the Evaluation/Annual Review]{.underline} {#deciding-who-should-conduct-the-evaluationannual-review .unnumbered}

> Deciding who will conduct the annual review is an important decision.
> Specifically, the school must decide whether the review will be
> conducted *internally* (by the school staff) or *externally* (by a
> person or persons outside of the school, such as staff from the school
> district, from a regional educational laboratory, from an institution
> of higher education, or from any other technical assistance provider).
> This is a decision that should be made collaboratively between schools
> and their districts. The availability of resources and staff, outcomes
> of prior reviews, and the experience of the school with implementing
> schoolwide programs are all factors that should be taken into account.
> Districts and schools are strongly encouraged to use outside reviewers
> whenever possible. If resources do not permit the use of outside
> reviewers on an annual basis, districts and schools might consider
> using an outside reviewer every couple of years.

## [The Evaluation/Review Process]{.underline} {#the-evaluationreview-process .unnumbered}

> The remainder of this section provides basic information a school
> should consider whether it conducts the review internally, or oversees
> and participates in an evaluation conducted by external reviewers. In
> cases where outside reviewers are not being used, districts and
> schools are encouraged to consult with individuals with experience in
> conducting such reviews for further information about what the review
> process might entail.
>
> Program evaluations/reviews are usually organized and carried out
> according to the following steps.
>
> 1\) [Identification of purpose and intended audiences]{.underline}
> *--* The annual review of a schoolwide program includes determining
> the percentage of students who reach proficiency on the State's annual
> assessments. Additionally, it examines the operation of the school:
> the implementation of instructional strategies, the participation of
> stakeholders, the degree of parental involvement, and other elements
> that support increased student achievement, as detailed in the
> schoolwide program plan.
>
> The intended audience for the annual review is all stakeholders,
> internal and external to the school. These stakeholders are persons
> with an investment in the school, many of whom were involved from the
> beginning in the development of the school's mission and goals and in
> the program planning process. They have an interest in knowing whether
> or not those goals are being met, and want to know what will be done
> with the results of the annual review. These stakeholders include (1)
> those involved in day-to-day program operations, such as teaching,
> administrative and school support staff; (2) those served by the
> program, such as students, parents and community members; and (3)
> those in a position to make recommendations and/or decisions regarding
> the program, such as members of the school planning team, school
> administrators, and school district personnel.
>
> 2\) [Identification of issues and development of review
> questions]{.underline} *--* Program review begins at the same time
> that the schoolwide program is being designed. That is, while the
> school planning team is developing measurable goals and strategies, it
> should be considering how the success of those strategies would be
> determined. Planners should envision what progress toward long-term
> goals would "look like" at the end of the school year.
>
> Key review points should be related to each goal in the schoolwide
> plan. Questions can address the following:

-   Inputs *--* For instance, what resources were identified in the
    schoolwide program and to what degree were they utilized?

-   Activities -- Did planned events such as professional development,
    parental involvement activities, schoolwide instructional units,
    take place as scheduled?

-   Short-term impacts -- What were the short-term results of
    implementing a particular strategy in the schoolwide plan? Was
    training provided for the targeted number of school staff? Did the
    training affect subsequent instructional decisions?

-   Longer-term impacts -- An annual schoolwide review can provide
    incremental information that tracks outcomes over time. For
    instance, a schoolwide program might begin a dropout prevention
    program for sixth graders with the goal of a reduced dropout rate
    when those students are in ninth grade.

Once the target objectives have been clarified, reviewers create
specific questions that the review will answer. The answers to some
questions will be easily determined (e.g., gains in student scores on
State assessments), but some will be more difficult to measure (e.g., a
positive change in student attitude). Each potential evaluation question
should be screened to ensure that it elicits information that is\--

-   Relevant to the schoolwide program's goals and objectives;

-   Important to a significant number of stakeholders;

-   Of continuing relevance and interest; and

-   Attainable, given time, resource, and staff constraints.

> 3\) [Identification of data collection instruments]{.underline} *--*
> Next, reviewers determine how data that answer each question will be
> collected. Evaluators will collect both quantitative (empirical and
> numerical, such as tallies and test scores) and qualitative (survey
> responses on attitudes, personal interviews, observations, journals),
> depending on the review question. Appendix VII provides one tool for
> data tracking and collection as well as an explanation of a few of the
> typical data collection instruments. Examples of data collection
> instruments include document reviews, tallies, questionnaires,
> interviews, surveys, observations, assessments, attitude inventories,
> and focus groups. It is the job of the reviewers to align each
> question with the appropriate data collection method.

4\) [Collection of data]{.underline} *--* When data collection
instruments have been identified or created, reviewers are ready to
gather information. Every stakeholder who will provide the reviewers
with information should have a clear understanding of why the review is
being conducted, the types of data being collected, and how the results
will be used. Data collectors should consider the needs of subjects
(e.g., need for anonymity, need for an interpreter) and should obtain
any required clearance or permission that is necessary before soliciting
information. Because any bias on the part of a data collector can
compromise the credibility of the findings and overall results, data
collectors should be carefully trained, and there should be consistency
in instructions and data collection procedures so that results are
reliable across survey groups. Information should be gathered from as
many members of a sample group as possible to ensure that the results
are statistically significant.

5\) [Analysis and interpretation of results]{.underline} *--* After the
data are collected and checked for accuracy, they should be analyzed and
interpreted. The initial analysis may raise new questions and/or uncover
findings that were not anticipated, and in this case a second analysis
may be appropriate. For example, an analysis of assessment data might
reveal that students, in the aggregate, have higher performance in
reading/language arts than they do in mathematics. A second level
analysis might ask why that is so and consider the possibility that
there is a relationship between scores and times of day that reading and
mathematics are taught or differences in how they are taught.

Overall, the information that emerges from the data analysis should
clearly describe the progress the school has made in implementing its
program and increasing student achievement and indicate areas where
revisions or additional work is needed. Data gathered in response to
each research question should be addressed separately; it should yield
detailed findings that clearly indicate whether or not a key strategy or
action in the schoolwide plan was implemented as planned. For example,
reviewers might determine that participation in professional development
for teachers resulted in more effective use of data to improve student
achievement. Or, reviewers might conclude that although the schoolwide
program school identified a strategy as important, insufficient time or
resources were devoted to accomplishing it.

6\) [Reporting]{.underline} *--* The report should be clearly and
concisely written and available to all stakeholders. The report
typically includes background information, the evaluation questions, a
description of evaluation procedures, an explanation of how the data
were analyzed, findings, and a conclusion with recommendations.

## [Accountability for Results and Continuous Improvement]{.underline} {#accountability-for-results-and-continuous-improvement .unnumbered}

> The schoolwide review team, along with the outside reviewer if one is
> being used, should present the results to staff in the school, parents
> and other community members. The evaluation will provide a roadmap for
> the future progress of the schoolwide program, so it is very important
> that the presentation and any accompanying materials be clear,
> understandable, and avoid the use of technical jargon. The presenters
> should be prepared to answer any questions posed by stakeholders.

The first cycle of continuous improvement is completed when the school
uses the results of the review to more effectively implement its
schoolwide program and to improve student achievement. Once the findings
have been widely disseminated and input has been received, the
schoolwide team identifies which recommendations will be incorporated
into the existing school plan. Some suggested steps for carrying out
this process follow:

-   Review the strategies and action steps originally proposed in the
    schoolwide plan.

-   Use the findings and recommendations to identify the parts of the
    schoolwide plan that have been implemented ineffectively or not at
    all.

-   Solicit the input of all stakeholders in identifying more effective
    strategies to achieve identified goals.

```{=html}
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```
-   Identify any additional training that is needed to improve
    implementation.

-   Determine if additional resources are needed to implement the
    revised improvement plan and, if so, how they will be obtained.

-   Re-establish responsibilities and timelines for implementing the
    revised plan.

-   Communicate to all stakeholders what has been incorporated into the
    revised plan.

-   Review the implementation review design that was used and make
    changes as appropriate to reflect plan modifications in preparation
    for the following year's evaluation.

> The purpose of the annual review of the schoolwide program is to
> ensure that the program described in the schoolwide plan is
> implemented as designed and that its implementation has a positive
> effect on student achievement. Thus, the results of the annual review
> should not be perceived as a sign that the school should start over
> again with a new plan. Instead, the school should revise its existing
> plan to incorporate the revisions and reflect a revitalization of the
> school's commitment to implementing a schoolwide program that helps
> all students achieve at high levels.

## [Questions and Answers]{.underline} {#questions-and-answers-3 .unnumbered}

> D-1. Since the progress of all schools is evaluated using the results
> from State assessments to determine if they made AYP, why must
> schoolwide program schools conduct an additional annual review?
>
> Results from State assessments indicate whether the school has made
> AYP in moving all of its students to the proficient or advanced levels
> of achievement in reading/language arts and math relative to State
> academic achievement standards. The annual review of the schoolwide
> program goes beyond this measure to examine all aspects and goals of
> the schoolwide plan. It examines whether the plan is being effectively
> implemented and whether its implementation is improving student
> achievement, especially the achievement of students furthest from
> proficiency in reading/language arts and math on State academic
> achievement assessments. The annual review should not only address
> student achievement in these subjects, it should also examine
> information related to teacher quality, parental involvement,
> consolidation and coordination of funds and other components that
> directly and indirectly affect achievement. It also may address
> student achievement in subject areas outside of reading/language arts
> and math. The annual review is designed to reveal areas of strength
> within the program and areas that need revision in order to better
> position the school to continue improving and to make AYP.
>
> D-2. What if the review indicates that a particular strategy is not
> being fully implemented or not having the intended impact on student
> achievement?
>
> If data show that a particular strategy is not being fully implemented
> or not having the intended impact on student achievement, it is an
> indication that changes are needed. In such cases, the school must
> identify and address the issues that prevented the strategy from being
> fully implemented, or revise its existing plan to incorporate the
> revisions, as appropriate.
>
> D-3. May a school that is operating a schoolwide program which has not
> been effective in increasing the achievement of students be required
> to discontinue the schoolwide program and operate a targeted
> assistance program?
>
> If, over a period of time, a school operating a schoolwide program has
> not been effective in increasing the achievement of students, the LEA
> may require it to discontinue the schoolwide program and operate a
> targeted assistance program.

**[APPENDIXES]{.underline}**

## [APPENDIX I: Additional Questions and Answers]{.underline} {#appendix-i-additional-questions-and-answers .unnumbered}

This appendix contains additional questions and answers that clarify
various aspects of schoolwide program implementation.

### [Eligiblity/Poverty Determinations]{.underline} 

**1. A school may use its Title I funds in a schoolwide program if at
least 40 percent of the students in the school, or residing in the
attendance area served by the school, are from low-income families. If a
school's poverty threshold falls below 40 percent in any subsequent
year, may the school continue as a schoolwide program?**

Yes. If the population of a school that operates a schoolwide program
drops below the required eligibility threshold in any subsequent year,
the school may continue to operate as a schoolwide program.

2\. If an LEA wants to designate a high school as a schoolwide program,
and there is no way to verify the percentage of poverty of students
because of incomplete information provided by students, may the school
extrapolate data using feeder patterns?

Yes. Extrapolating poverty data using feeder patterns is one means of
determining poverty status in the absence of available data collected
directly from students in the school. A high school could use a poverty
rate based on its feeder pattern to determine whether it meets the 40
percent poverty threshold to operate a schoolwide program. \[LEA
Identification and Selection of School Attendance Areas and Schools and
Allocation of Title I Funds to Those Areas and Schools, August 2003,
U.S. Department of Education\'s Non-Regulatory Guidance available on the
ED website at http://www.ed.gov/programs/titleiparta/wdag.doc\]

[Teacher Qualification Requirements]{.underline}

**1. Are all teachers of core academic subjects and paraprofessionals
working in a schoolwide program school required to meet the requirements
for highly qualified teachers and qualified paraprofessionals, or does
the requirement only apply to those staff paid with Title I funds**?

All teachers of core academic subjects and paraprofessionals who provide
instructional support, not just those paid with Title I funds, must meet
the teacher qualification or paraprofessional qualifications, as
appropriate, if working in a schoolwide program school.

**[Record Keeping]{.underline}**

1\. What specific documentation must a school maintain regarding
operation of its schoolwide program?

A school must retain documentation related to its three core components:
the comprehensive needs assessment, the comprehensive schoolwide plan,
and the evaluation. Documentation relating to the needs assessment
should include significant information about the achievement of students
and conditions in the school that directly affect their academic
achievement. Documentation relating to the comprehensive schoolwide plan
must contain specific information about how the program will implement
the components, how resources will be used, the programs consolidated to
support the schoolwide program, and how student assessment results will
be disseminated. Documentation relating to the evaluation should include
the method of evaluation used, and findings that describe the results
achieved by the schoolwide program and its implementation.

**[Charter Schools and Schoolwide Planning]{.underline}**

**1. May a charter school become a schoolwide program school and if so,
may it count the planning done the year before its opening as its
required planning year for a schoolwide program?**

Yes, a charter school may operate a schoolwide program. And yes, if the
school is a new charter school, it may plan to operate a schoolwide
program at the same time it plans its own program.

It is important to note that it is unlikely that the school would know
the makeup of its student body one year before its opening and thus it
would not know the percent of poverty of the student body. If it happens
that the school completes its year of planning for a schoolwide program
and does not meet the 40 percent poverty threshold for operating a
schoolwide program, then the school would have to operate a targeted
assistance program. However, the school would be encouraged to implement
as many of the plans created for the schoolwide program as possible
since it is the goal of any good school reform, such as charter school
reform, to improve the educational opportunities for all students in the
school.

##  {#section-6 .unnumbered}

##  {#section-7 .unnumbered}

##  {#section-8 .unnumbered}

##  {#section-9 .unnumbered}

## [APPENDIX II: Bibliographic References]{.underline} {#appendix-ii-bibliographic-references .unnumbered}

The following resources represent a sample of the resources available on
school reform. This list is not exhaustive. The U.S. Department of
Education is providing the list of resources below for the reader's
convenience, and no official endorsement by the U.S. Department of
Education is intended or should be inferred. The views expressed by the
authors are their own and do not necessarily represent the policies of
the Federal government or the U.S. Department of Education.

Deal, Terrence E. and Kent D. Peterson. *Shaping School Culture: The
Heart of Leadership*. San Francisco: Jossey-Bass*,* 1999.

Feller, Irwin and Rosalie Ruegg. *A Toolkit for Evaluating Public
Research and Development Investment: Models, Methods, and Findings from
the Advanced Technology Program's First Decade*, National Institute of
Standards and Technology, July 2003.

General Accounting Office Report - *Effectively Implementing the
Government Performance and Results Act*, Report GGD-96-118, Washington,
DC, 1996.

Kouzes, James M. and David Pomeranz. *It's In Every One of Us*. San
Francisco: New Media, 1987.

McCawley, Paul F. *The Logic Model for Program Planning and
Evaluations*, CIS, 1997 (Moscow, Idaho University of Idaho Extension
Program).

New England Comprehensive Center, Region I and Southwest Comprehensive
Center, Region V, "Promoting and Managing Change in Schools," December
1997.

National Aeronautic and Space Agency. *The User-Friendly Handbook for
Evaluation of NASA's Educational Programs* (1998),
<http://esse21.usra.edu/Evaluation_Handbook.pdf>

New England Comprehensive Center, and Education Development Center,
Inc., *Assessment Continuum of Schoolwide Improvement Outcomes:
Implementing the Components of Systemic Schoolwide Improvement*, 2002.

Northwest Regional Educational Laboratory. *Evaluating Whole-School
Reform Efforts,* Second Edition, August 2000.

Oakes, Jeannie, Karen H. Quarts, Steve Ryan, and Martin Lipton.
*Becoming Good American Schools: The Struggle for Civic Virtue in
Education Reform*. San Francisco: Jossey-Bass, 2000.

Senge, Peter. *The Fifth Discipline:* *The Art and Practice of the
Learning Organization*. New York: Doubleday Publishers, 1990.

United States Department of Education, and Policy Studies Associates,
Inc. *An Idea Book on Planning.* Washington, DC, 1998.

Walsh, Jackie A. and Beth D. Sattes. *Inside School Improvement --
Creating High-Performing Learning Communities*. West Virginia:
Appalachian Educational Laboratory, Inc., 2001.

WestEd. *A New Outlook and Rethinking Schools Online, a Resource of
Rethinking Schools in Milwaukee, Wisconsin*, 1997.

APPENDIX III: Web-Based Resources

The following resources represent a sample of the web-based resources
available. This list is not exhaustive. The U.S. Department of Education
is providing the list of resources below for the reader's convenience,
and no official endorsement by the U.S. Department of Education is
intended or should be inferred. The views expressed by the authors are
their own, and do not necessarily represent the policies of the Federal
government or the U.S. Department of Education.

AskEric Home Page

This Web site provides access to the ERIC database, a conference
calendar, and other information about the Educational Resources
Information Center.

[www.eduref.org](http://www.eduref.org/)

Association for Supervision and Curriculum Development (ASCD)

This Web site provides information about ASCD's numerous publications,
professional development activities, and affiliates and networks.

[www.ascd.org](http://www.ascd.org/)

B.E.S.T Education Search by Topic

Search by keyword or by the Topic List, or browse the Awards for
extensive reviews on current education sites.

[www.education-world.com](http://www.education-world.com/)

**Council of Great City Schools**

This Web site contains links and resources selected by this coalition of
school districts in the 66 largest U.S. cities.

[www.cgcs.org](http://www.cgcs.org/)

The Education Alliance

This Brown University organization offers research-based solutions for
school reform. The Education Alliance addresses the needs of diverse
student populations in the public schools by offering a variety of
educational resources.

<http://www.alliance.brown.edu/>

The Education Trust

Ed Trust is an independent nonprofit organization whose mission is to
make schools and colleges work for all of the young people they serve.
This organization provides credible information about what works in high
performing, high poverty schools.

<http://www2.edtrust.org/edtrust/>

MiddleWeb

This Web site is dedicated to reform and innovation in middle schools,
with an emphasis on urban issues. It offers links to many online
resources.

[www.middleweb.com](http://www.middleweb.com/)

National Center for Research on Evaluation, Standards and Student
Testing (CRESST)

CRESST conducts research on important topics related to K-12 educational
testing. The Web site contains many of its research reports and special
links for parents and teachers.

<http://www.cse.ucla.edu/>

**The Center for Comprehensive School Reform and Improvement (CCSRI)**

CCSRI houses a variety of tools, guides, and links relating to school
improvement.

[http://www.centerforcsri.org](http://www.centerforcsri.org/)

National Clearinghouse for English Language Acquisition & Language
Instruction Educational Programs

NCELA offers an array of services through the Internet, including
stories of successful language learning programs, subscription
registration for the NCELA electronic newsletter, and discussion groups.

<http://www.ncela.gwu.edu/>

National Coalition for Parent Involvement in Education (NCPIE)

NCPIE is a coalition of major education, community, public service, and
advocacy organizations working to create meaningful family-school
partnerships in every school in America. This Web site offers up-to-date
information about policies and practices that affect education, and
practical ways that parents can become effective partners with schools
in improving their children's education.

<http://www.ncpie.org/>

WestEd

WestEd provides valuable information on improving learning from infancy
to adulthood, both while in and out of school. This Web site also
contains numerous sources of research-based products and resources.

<http://www.wested.org/cs/we/print/docs/we/home.htm>

**[APPENDIX IV: Schoolwide Planning Team
Members/Roles]{.underline}**[^5]

![](media/image2.png) ***Use as a guide for organization of the
schoolwide planning team***

**Suggested roles and responsibilities of schoolwide planning team
members**. Planning teams decide members' roles and responsibilities
depending on the needs of the planning process in the school.

Chair -- Coordinates all aspects of the school's planning; serves as a
liaison with the committee, the principal (in cases where the chair is
not the principal), the central office, and the school. The chair is
often responsible for serving as a liaison with the school support team,
identifying subcommittee chairs, and delegating responsibilities.

Assistant Chair -- Supports the chair by guiding logistics and the
committee's planning activities. The assistant chair may be selected for
a special skill, such as knowledge of Federal programs, facility as a
negotiator or an evaluator, or an experienced curriculum developer.

Data Coordinator -- Identifies data collection instruments, designs new
instruments, and/or modifies existing instruments, prepares data for
analysis, leads the analysis and interpretation process.

Facilitator -- Serves to help identify resources for planning and
research-based instructional practices. This person may be a school
insider, or an outside consultant, from the community, the district
office, or nearby university.

Teacher Representatives -- Staff representatives from grade teams and
specialists in the school who are informed about meeting the educational
needs of all students, especially those with special needs, grade and
content-specific curriculum, or regulations funded programs must follow.

Special Education Liaison -- One of the special education teachers can
help coordinate regular and special education activities with regular
program instruction to develop a full inclusion program that benefits
all identified students with disabilities.

Paraprofessional Liaison -- Selected from the pool of paraprofessionals
who inform the planning committee, this individual is informed about
paraprofessional roles, needs, skills, interests and suggestions.

Staff Development Representative -- This staff member serves as liaison
with colleagues to identify staff needs and helps plan the professional
development program for teachers, paraprofessionals, parents and other
staff.

Representatives of Programs from which Funds Have Been Consolidated --
These representatives will assist in addressing how the schoolwide
program will meet the intent and purposes of those programs.

Parent Representative(s) -- This representative should be a member of a
larger school parent association in order to report the activities of
the schoolwide planning team to parents as a stakeholder group. This
individual should also be an active participant and contribute to the
work of the group.

## [APPENDIX V: Assessment of School Progress Toward Schoolwide Improvement]{.underline}[^6] {#appendix-v-assessment-of-school-progress-toward-schoolwide-improvement .unnumbered}

![](media/image3.png) **Use *for* *Needs Assessment and Evaluation***

You might consider using a scale such as this to assess your school's
progress in implementing schoolwide improvement: Sustaining Ongoing
Improvement-5; Continuing Progress-4; Evolving First Steps 3; Thinking
About Change-2; Maintaining the Status Quo-1. You may use these data
prior to implementing the schoolwide planning process, during
implementation, and at the end of the year as part of the evaluation of
program success.

Individual Rating\_\_\_ Consensus Rating \_\_\_

+----------------------------+------------+------------+--------------+
|                            | Baseline   | Benchmark  | Benchmark    |
|                            | Date       | Date       | Date         |
+============================+============+============+==============+
| **Standards-Based          | -   5      | -   5      | -   5        |
| Curriculum** (The school's |            |            |              |
| curriculum is aligned with | -   4      | -   4      | -   4        |
| State standards and is     |            |            |              |
| articulated across grades  | -   3      | -   3      | -   3        |
| and subjects.)             |            |            |              |
|                            | -   2      | -   2      | -   2        |
|                            |            |            |              |
|                            | -   1      | -   1      | -   1        |
|                            |            |            |              |
|                            | Supporting | Supporting | Supporting   |
|                            | Doc        | Doc        | D            |
|                            | umentation | umentation | ocumentation |
+----------------------------+------------+------------+--------------+
| **Standards-Based          | -   5      | -   5      | -   5        |
| Instruction** (Teachers    |            |            |              |
| use content and            | -   4      | -   4      | -   4        |
| achievement standards and  |            |            |              |
| assessment information to  | -   3      | -   3      | -   3        |
| identify curricular        |            |            |              |
| priorities and             | -   2      | -   2      | -   2        |
| instructional materials    |            |            |              |
| and to design relevant and | -   1      | -   1      | -   1        |
| challenging learning       |            |            |              |
| experiences for all        | Supporting | Supporting | Supporting   |
| students, including those  | Doc        | Doc        | D            |
| of diverse cultural        | umentation | umentation | ocumentation |
| backgrounds, and academic  |            |            |              |
| experiences.)              |            |            |              |
+----------------------------+------------+------------+--------------+
| **Standards-Based          | -   5      | -   5      | -   5        |
| Assessment** (The school   |            |            |              |
| uses multiple classroom    | -   4      | -   4      | -   4        |
| and district assessments,  |            |            |              |
| in addition to the State's | -   3      | -   3      | -   3        |
| assessment, to monitor the |            |            |              |
| achievement of individual  | -   2      | -   2      | -   2        |
| students (including        |            |            |              |
| English language learners, | -   1      | -   1      | -   1        |
| and students with special  |            |            |              |
| needs). Achievement data   | Supporting | >          | > Supporting |
| are disaggregated and      | Doc        | Supporting | > D          |
| reported by all major      | umentation | > Doc      | ocumentation |
| subgroups.)                |            | umentation |              |
+----------------------------+------------+------------+--------------+
| **Data-Based               | -   5      | -   5      | -   5        |
| Accountability and         |            |            |              |
| Evaluation** (The school   | -   4      | -   4      | -   4        |
| has a fully implemented    |            |            |              |
| accountability system that | -   3      | -   3      | -   3        |
| includes a school          |            |            |              |
| improvement plan based on  | -   2      | -   2      | -   2        |
| disaggregated achievement  |            |            |              |
| and other data.)           | -   1      | -   1      | -   1        |
|                            |            |            |              |
|                            | Supporting | Supporting | Supporting   |
|                            | Doc        | Doc        | D            |
|                            | umentation | umentation | ocumentation |
+----------------------------+------------+------------+--------------+
| **Structural Reform        | -   5      | -   5      | -   5        |
| Strategies** (The school   |            |            |              |
| structures its schedule,   | -   4      | -   4      | -   4        |
| organization, support      |            |            |              |
| mechanisms, and resources  | -   3      | -   3      | -   3        |
| to provide all students    |            |            |              |
| equal access to resources  | -   2      | -   2      | -   2        |
| and the support to achieve |            |            |              |
| to high standards.)        | -   1      | -   1      | -   1        |
|                            |            |            |              |
|                            | Supporting | Supporting | Supporting   |
|                            | Doc        | Doc        | D            |
|                            | umentation | umentation | ocumentation |
+----------------------------+------------+------------+--------------+
| **Leadership and           | -   5      | -   5      | -   5        |
| Governance** (The school   |            |            |              |
| improvement team, or other | -   4      | -   4      | -   4        |
| governance structure       |            |            |              |
| includes teachers, other   | -   3      | -   3      | -   3        |
| non-instructional staff,   |            |            |              |
| parents, community members | -   2      | -   2      | -   2        |
| and students in a shared   |            |            |              |
| leadership structure to    | -   1      | -   1      | -   1        |
| support and improve school |            |            |              |
| programs.)                 | >          | >          | > Supporting |
|                            | Supporting | Supporting | > D          |
|                            | > Doc      | > Doc      | ocumentation |
|                            | umentation | umentation |              |
+----------------------------+------------+------------+--------------+
| **Professional             | -   5      | -   5      | -   5        |
| Development** (The school  |            |            |              |
| has a structure and        | -   4      | -   4      | -   4        |
| process for developing and |            |            |              |
| implementing a             | -   3      | -   3      | -   3        |
| professional development   |            |            |              |
| plan that is aligned with  | -   2      | -   2      | -   2        |
| the schoolwide program     |            |            |              |
| goals; the plan is         | -   1      | -   1      | -   1        |
| research-based, and helps  |            |            |              |
| staff to better meet the   | >          | >          | > Supporting |
| needs of students.)        | Supporting | Supporting | > D          |
|                            | > Doc      | > Doc      | ocumentation |
|                            | umentation | umentation |              |
+----------------------------+------------+------------+--------------+
| **Culture and Climate**    | -   5      | -   5      | -   5        |
| (The school's philosophy,  |            |            |              |
| norms, values, beliefs and | -   4      | -   4      | -   4        |
| shared vision reflect      |            |            |              |
| expectations for high      | -   3      | -   3      | -   3        |
| achievement for all        |            |            |              |
| students, collaboration    | -   2      | -   2      | -   2        |
| and collegiality among all |            |            |              |
| staff, and mutual respect  | -   1      | -   1      | -   1        |
| and trust among all        |            |            |              |
| individuals; the school is | Supporting | Supporting | Supporting   |
| safe and orderly and is    | Doc        | Doc        | D            |
| welcoming to students and  | umentation | umentation | ocumentation |
| their families.)           |            |            |              |
+----------------------------+------------+------------+--------------+
| **External Support and     | -   5      | -   5      | -   5        |
| Resources** (The school    |            |            |              |
| accesses external support  | -   4      | -   4      | -   4        |
| and resources from a       |            |            |              |
| variety of sources to      | -   3      | -   3      | -   3        |
| implement, supplement      |            |            |              |
| and/or extend goals. Use   | -   2      | -   2      | -   2        |
| of external resources is   |            |            |              |
| based on thorough research | -   1      | -   1      | -   1        |
| of their effectiveness and |            |            |              |
| alignment with the         | Supporting | Supporting | Supporting   |
| schoolwide program plan.)  | Doc        | Doc        | D            |
|                            | umentation | umentation | ocumentation |
+----------------------------+------------+------------+--------------+
| **Parent and Community     | -   5      | -   5      | -   5        |
| Involvement** (The school  |            |            |              |
| has active partnerships    | -   4      | -   4      | -   4        |
| with parents and linkages  |            |            |              |
| to community organizations | -   3      | -   3      | -   3        |
| and institutions; the      |            |            |              |
| community is actively      | -   2      | -   2      | -   2        |
| engaged and supports the   |            |            |              |
| activities of the school.) | -   1      | -   1      | -   1        |
|                            |            |            |              |
|                            | Supporting | >          | > Supporting |
|                            | Doc        | Supporting | > D          |
|                            | umentation | > Doc      | ocumentation |
|                            |            | umentation |              |
+----------------------------+------------+------------+--------------+
| **Extended Learning        | -   5      | -   5      | -   5        |
| Activities** (The school   |            |            |              |
| provides informal learning | -   4      | -   4      | -   4        |
| experiences and            |            |            |              |
| extracurricular            | -   3      | -   3      | -   3        |
| activities, such as        |            |            |              |
| sports, music, art and     | -   2      | -   2      | -   2        |
| clubs that appeal to       |            |            |              |
| diverse populations; these | -   1      | -   1      | -   1        |
| offerings are provided     |            |            |              |
| directly or through        | Supporting | Supporting | Supporting   |
| community partnerships.)   | Doc        | Doc        | D            |
|                            | umentation | umentation | ocumentation |
+----------------------------+------------+------------+--------------+

## [APPENDIX VI: Indicators for the School Profile]{.underline}[^7] {#appendix-vi-indicators-for-the-school-profile .unnumbered}

![](media/image4.png) *Use for the needs assessment*

This table contains possible indicators that can be used to complete the
school profile that is part of the needs assessment process, and also
can be used to develop the schoolwide plan.

+---------------------------+------------------------------------------+
| **Student Demographics**  | **Possible Indicators**                  |
+===========================+==========================================+
| -   Enrollment            | The number of students in the school;    |
|                           | students in special programs (Title I,   |
|                           | special education, gifted and talented), |
|                           | by ethnicity or other meaningful         |
|                           | categories.                              |
+---------------------------+------------------------------------------+
| -   Daily Attendance      | Number of students attending school by   |
|                           | grade, grade span, whole school, or      |
|                           | other enrollment category. The percent   |
|                           | of students tardy for classes.           |
+---------------------------+------------------------------------------+
| -   Mobility/Stability    | The mobility rate is the percentage of   |
|                           | children who move in and out of a school |
|                           | during a year. The stability rate refers |
|                           | to the percent of students who remain in |
|                           | the same building for the entire year.   |
+---------------------------+------------------------------------------+
| -   Socioeconomic Status  | Percent of students receiving free and   |
|                           | reduced lunch, parents' education level, |
|                           | parents' household income, unemployment  |
|                           | rates in the attendance area, etc.       |
+---------------------------+------------------------------------------+
| -   Student Behavior      | The number or percentage of discipline   |
|                           | referrals or incidents; the number or    |
|                           | percentage of student suspensions and    |
|                           | expulsions; frequency of gang-related,   |
|                           | substance abuse or other at-risk         |
|                           | behavior.                                |
+---------------------------+------------------------------------------+
| -   Limited English       | The percentage of students with limited  |
|     Proficiency           | English proficiency. The percentage of   |
|                           | families who speak English as a second   |
|                           | language.                                |
+---------------------------+------------------------------------------+
| Student Achievement       | **Possible Indicators**                  |
+---------------------------+------------------------------------------+
| -   Academic Performance  | State and local tests; levels of         |
|                           | proficiency attained; progress on        |
|                           | desired outcomes: results of performance |
|                           | assessments or student portfolios,       |
|                           | examples of student work, classroom      |
|                           | assessments and grades.                  |
+---------------------------+------------------------------------------+
| -   Other                 | Information from portfolios, exhibits,   |
|     Performance-based     | performance assessments that describe    |
|     Data                  | student standards-based achievement.     |
+---------------------------+------------------------------------------+
| #                         | #                                        |
|                           |                                          |
| -   Multi-year Trends     | Academic achievement data from several   |
|                           | years                                    |
+---------------------------+------------------------------------------+
| #                         | #                                        |
|                           |                                          |
| -   Completion Rates      | Promotion/graduation rate, retention     |
|                           | rates                                    |
+---------------------------+------------------------------------------+
| -   Comparative Data      | Performance of disadvantaged students    |
|                           | against all other meaningful categories  |
|                           | of students in the school or in the      |
|                           | district; comparison of performances of  |
|                           | students in various ethnic or            |
|                           | programmatic subgroups (i.e., students   |
|                           | with learning disabilities, limited      |
|                           | English speakers, migrant students,      |
|                           | etc.).                                   |
|                           |                                          |
|                           | #                                        |
+---------------------------+------------------------------------------+
| -   Post Secondary        | Number or percent of students attending  |
|                           | and/or completing post-secondary         |
|                           | schools; number or percent of students   |
|                           | accepted in the armed forces.            |
+---------------------------+------------------------------------------+
| Curriculum and            | **Possible Indicators**                  |
| Instruction               |                                          |
+---------------------------+------------------------------------------+
| -   Learning Expectations | Expectations that are communicated to    |
|                           | the community, teachers, parents and     |
|                           | students about what students can and     |
|                           | should learn, including written          |
|                           | standards, goals or benchmarks that      |
|                           | reflect classroom and school practice    |
|                           | and are based on State standards.        |
+---------------------------+------------------------------------------+
| -   Instructional Program | Instructional activities, programs or    |
|                           | strategies used to teach the State       |
|                           | content and achievement standards.       |
+---------------------------+------------------------------------------+
| -   Instructional         | The amount and quality of instructional  |
|     Materials             | materials, including textbooks,          |
|                           | supplementary resources, publication     |
|                           | dates of the grade level-adopted texts;  |
|                           | the extent to which available materials  |
|                           | are consistent with State standards.     |
+---------------------------+------------------------------------------+
| -   Instructional         | The extent to which teachers use         |
|     Technology            | technology as a means to increase        |
|                           | student achievement; type of computer    |
|                           | system(s) available to students, faculty |
|                           | and administration for instructional     |
|                           | purposes; availability of modern         |
|                           | equipment, software and printers,        |
|                           | especially appropriate adaptive devices  |
|                           | and software tools to serve the needs of |
|                           | students with disabilities.              |
+---------------------------+------------------------------------------+
| -   Support Personnel     | Supplementary use of paraprofessionals   |
|                           | and other staff; available professional  |
|                           | and paraprofessional staff to assist     |
|                           | students, particularly the lowest        |
|                           | achieving, to include students with      |
|                           | disabilities, and those with limited     |
|                           | English proficiency.                     |
+---------------------------+------------------------------------------+
| High-quality Professional | Possible Indicators                      |
| Staff                     |                                          |
+---------------------------+------------------------------------------+
| -   Staff Preparation     | Number of teachers, administrators,      |
|                           | years of teaching or administrative      |
|                           | experience; types of certificates held,  |
|                           | other special skills or knowledge.       |
+---------------------------+------------------------------------------+
| -   Staff Specialists,    | Number of content or program specialists |
|     and other Support     | such as reading teachers, mathematics or |
|     Staff                 | science specialists, counselors or       |
|                           | psychologists, social workers, health    |
|                           | staff, etc.                              |
+---------------------------+------------------------------------------+
| -   Professional          | The existence of district and            |
|     Development           | school-level professional opportunities  |
|                           | available to teachers; the number of     |
|                           | professional days or district resources  |
|                           | dedicated to professional development;   |
|                           | evaluations of professional development  |
|                           | sessions and the amount of               |
|                           | teacher-generated professional           |
|                           | development.                             |
+---------------------------+------------------------------------------+
| -   Staff Demographics    | Ethnicity, gender breakdowns of staff    |
|                           | and administration, retirement           |
|                           | projections, and an analysis of whether  |
|                           | the ethnicity of the school staff        |
|                           | reflects the same ethnic groups as       |
|                           | students.                                |
+---------------------------+------------------------------------------+
| -   School Administrators | Number of administrators and roles;      |
|                           | years of experience, specialized         |
|                           | training and advanced degrees.           |
+---------------------------+------------------------------------------+
| Family and Community      | Possible Indicators                      |
| Involvement               |                                          |
+---------------------------+------------------------------------------+
| -   Parental Involvement  | Evidence of a parental involvement plan  |
|                           | for volunteering, home learning          |
|                           | activities, program review and           |
|                           | development.                             |
+---------------------------+------------------------------------------+
| -   Communication with    | Amount and frequency of information      |
|     Parents               | disseminated to parents, and the quality |
|                           | of information disseminated; use of      |
|                           | multiple languages.                      |
+---------------------------+------------------------------------------+
| -   Parent Community      | Amount and frequency of opportunities    |
|     Roles                 | for involvement in decision-making.      |
+---------------------------+------------------------------------------+
| -   Parent Training       | The type of training opportunities       |
|                           | offered to parents; parent workshop      |
|                           | evaluations; evidence of teachers        |
|                           | trained in parental involvement.         |
+---------------------------+------------------------------------------+
| -   Support for Families  | Availability of information, training    |
|                           | and services to adequately address the   |
|                           | educational needs of students with       |
|                           | learning disabilities or special         |
|                           | educational needs as a result of         |
|                           | poverty, limited English proficiency, or |
|                           | migratory life style.                    |
+---------------------------+------------------------------------------+
| -   Health Services       | Availability of school-linked health and |
|                           | social services for students and         |
|                           | families, including counselors,          |
|                           | psychologists, medical professionals,    |
|                           | and nurse practitioners.                 |
+---------------------------+------------------------------------------+
| School Context and        | Possible Indicators                      |
| Organization              |                                          |
+---------------------------+------------------------------------------+
| -   School Mission/Vision | Statement of the underlying philosophy   |
|                           | of the school.                           |
+---------------------------+------------------------------------------+
| -   Average Class Size    | Staff/child ratio, average class size,   |
|                           | computed by grade or grade spans.        |
+---------------------------+------------------------------------------+
| -   School Climate        | The quality of student-teacher           |
|                           | interactions, student attitudes toward   |
|                           | school, teacher job satisfaction,        |
|                           | teacher expectations and beliefs about   |
|                           | what students can accomplish.            |
+---------------------------+------------------------------------------+
| -   Coordination Plan     | A description of the activities          |
|                           | conducted to ensure that students'       |
|                           | instructional day or program is          |
|                           | coordinated so that student learning is  |
|                           | not fragmented.                          |
+---------------------------+------------------------------------------+
| -   Management and        | The presence of engaged principals,      |
|     Governance            | teacher input into decision-making, the  |
|                           | organization of teachers by teams.       |
+---------------------------+------------------------------------------+
| -   Student Discipline    | Clearly defined and articulated student  |
|     Policy                | management and discipline policy,        |
|                           | including policies that pertain to       |
|                           | students with disabilities.              |
+---------------------------+------------------------------------------+

**[APPENDIX VII: Data Collection Guide]{.underline}**[^8]

![](media/image5.png) ***Use for the needs assessment and also the
evaluation***

The following chart is designed to help the school planning team collect
and manage information collected for the comprehensive needs assessment.
Fill in specific sources of information you have from current sources,
then list any additional information you need to collect. Make sure that
you have sufficient data to make judgments about the status of each
focus area.

+------------+----------+----------+----------+----------+-----------+
| **Methods  | *        | **Cu     | **High   | **Family | **School  |
| of Data    | *Student | rriculum | -quality | and      | Context   |
| Co         | Achie    | and      | Prof     | Com      | and       |
| llection** | vement** | Instr    | essional | munity** | Organ     |
|            |          | uction** | Devel    |          | ization** |
|            |          |          | opment** | **Invol  |           |
|            |          |          |          | vement** |           |
+------------+----------+----------+----------+----------+-----------+
| Self       |          |          |          |          |           |
| Assessment |          |          |          |          |           |
+------------+----------+----------+----------+----------+-----------+
| Ob         |          |          |          |          |           |
| servations |          |          |          |          |           |
+------------+----------+----------+----------+----------+-----------+
| Interviews |          |          |          |          |           |
| and/or     |          |          |          |          |           |
| Surveys    |          |          |          |          |           |
+------------+----------+----------+----------+----------+-----------+
| School     |          |          |          |          |           |
| Records    |          |          |          |          |           |
+------------+----------+----------+----------+----------+-----------+
| Group      |          |          |          |          |           |
| D          |          |          |          |          |           |
| iscussions |          |          |          |          |           |
+------------+----------+----------+----------+----------+-----------+
| Evalu      |          |          |          |          |           |
| ation/Data |          |          |          |          |           |
| Reports    |          |          |          |          |           |
+------------+----------+----------+----------+----------+-----------+
| Student    |          |          |          |          |           |
| Work       |          |          |          |          |           |
+------------+----------+----------+----------+----------+-----------+
| Other      |          |          |          |          |           |
| I          |          |          |          |          |           |
| nformation |          |          |          |          |           |
+------------+----------+----------+----------+----------+-----------+

## [APPENDIX VIII: Finalizing the Schoolwide Plan -- A Rubric for Monitoring and Evaluation]{.underline} {#appendix-viii-finalizing-the-schoolwide-plan-a-rubric-for-monitoring-and-evaluation .unnumbered}

![](media/image6.png) ***Use to develop the schoolwide plan, and also
for evaluation***

This model was developed by the Iowa Department of Education as a rubric
for schools to use to assess the quality of their schoolwide plans. The
rubric suggests a "three-star" system that highlights the desired
qualities/behaviors observed in effective schoolwide programs.

+----------------+-----------------+-----------------+-----------------+
| 10 Components  |                 |                 |                 |
| of a           |                 |                 |                 |
| Exceptional    |                 |                 |                 |
| Acceptable     |                 |                 |                 |
| Needs Revision |                 |                 |                 |
|                |                 |                 |                 |
| Schoolwide     |                 |                 |                 |
| Plan [٭٭٭ ٭٭   |                 |                 |                 |
| ٭]{dir="rtl"}  |                 |                 |                 |
+================+=================+=================+=================+
| Comprehensive  | Includes a      | Includes data   | Includes data   |
| Needs          | variety of data | gathered from   | gathered from   |
| Assessment     | gathered from   | two sources.    | less than two   |
|                | multiple        |                 | sources.        |
|                | sources.        | Examines        |                 |
|                |                 | student         | Examines        |
|                | Examines        | strengths and   | student         |
|                | student,        | needs.          | deficits.       |
|                | teacher, school |                 |                 |
|                | and community   |                 |                 |
|                | strengths and   |                 |                 |
|                | needs.          |                 |                 |
+----------------+-----------------+-----------------+-----------------+
| School Reform  | Strategies      | Increased the   | Increases       |
| Strategies     | increase the    | quality and     | neither the     |
|                | quality and     | quantity of     | quality nor     |
|                | quantity of     | instruction.    | quantity of     |
|                | instruction,    |                 | instruction.    |
|                | using           | Reform          |                 |
|                | research-based  | strategies      | Reform          |
|                | methods and     | aligned with    | strategies are  |
|                | strategies.     | the findings of | not directly    |
|                |                 | the needs       | aligned with    |
|                | Research-based  | assessment.     | the             |
|                | reform          |                 | comprehensive   |
|                | strategies are  | Provides an     | needs           |
|                | directly        | enriched and    | assessment      |
|                | aligned with    | accelerated     | findings and do |
|                | the findings of | curriculum for  | not reference   |
|                | the needs       | select students | research-based  |
|                | assessment.     | with plans in   | models.         |
|                |                 | place to move   |                 |
|                | Provides a      | toward all      | Provides a      |
|                | detailed,       | students.       | basic           |
|                | enriched and    |                 | curriculum.     |
|                | accelerated     | Addresses the   |                 |
|                | curriculum for  | needs of all    | Addresses the   |
|                | all students.   | children in the | needs of select |
|                |                 | school, but     | students and    |
|                | Addresses the   | particularly    | there is no     |
|                | needs of all    | the needs of    | clear plan in   |
|                | children in the | students of     | place that      |
|                | school, but     | target          | addresses how   |
|                | particularly    | populations     | the school will |
|                | those who are   | participating   | determine if    |
|                | low achieving,  | in the          | identified      |
|                | and meets the   | schoolwide      | needs are met.  |
|                | needs of        | program.        |                 |
|                | students        |                 | Teachers are    |
|                | representing    | Briefly         | directed to     |
|                | all major       | addresses how   | meet student    |
|                | subgroups       | the school will | needs without   |
|                | participating   | determine if    | specific        |
|                | in the          | these needs are | strategies or   |
|                | schoolwide      | met.            | approaches.     |
|                | program.        |                 |                 |
|                |                 |                 |                 |
|                | Addresses       |                 |                 |
|                | specific        |                 |                 |
|                | strategies that |                 |                 |
|                | assist teachers |                 |                 |
|                | to determine if |                 |                 |
|                | student needs   |                 |                 |
|                | are met.        |                 |                 |
+----------------+-----------------+-----------------+-----------------+
| Instruction by | Teachers and    | Teachers and    | Teachers and    |
| Highly         | pa              | pa              | par             |
| Qualified      | raprofessionals | raprofessionals | aprofessionals, |
| Professional   | meet the highly | are prepared to | for the most    |
| Staff          | qualified       | meet the highly | part, do not    |
|                | requirements;   | qualified       | meet the highly |
|                | parents are     | requirements,   | qualified       |
|                | aware of the    | however, all do | requirements,   |
|                | highly          | not; parents    | and there is no |
|                | qualified       | are aware of    | plan in place   |
|                | status of all   | the progress of | to meet the     |
|                | teachers.       | the school in   | requirement.    |
|                |                 | meeting this    |                 |
|                | All teachers    | requirement.    | Teachers are    |
|                | are assigned to |                 | routinely       |
|                | the areas in    | Teachers are    | assigned to     |
|                | which they are  | sometimes       | teach in areas  |
|                | certified to    | assigned to     | where they are  |
|                | teach.          | areas in which  | not certified.  |
|                |                 | they are not    |                 |
|                |                 | certified.      |                 |
+----------------+-----------------+-----------------+-----------------+
| High-quality   | All staff is    | Most staff      | Some staff      |
| and Ongoing    | trained to meet | receives        | receives        |
| Professional   | individual      | training toward | fragmented      |
| Development    | needs of all    | meeting the     | training        |
|                | students, but   | needs of only   | unrelated to    |
|                | particularly    | select groups   | identified      |
|                | the lowest      | of students.    | school needs.   |
|                | achieving       |                 |                 |
|                | students of any | Most staff      | Few staff       |
|                | program that is | receives        | receives        |
|                | included in the | ongoing and     | professional    |
|                | schoolwide      | sustained       | development; it |
|                | program.        | professional    | addresses their |
|                |                 | development     | individual      |
|                | All staff       | that is mostly  | training goals  |
|                | receives        | aligned with    | and is not      |
|                | ongoing and     | the goals of    | necessarily     |
|                | sustained       | the school      | aligned with    |
|                | professional    | improvement     | the goals of    |
|                | development     | plan.           | the school      |
|                | that is aligned |                 | improvement     |
|                | with the goals  |                 | plan.           |
|                | of the school   |                 |                 |
|                | improvement     |                 |                 |
|                | plan.           |                 |                 |
+----------------+-----------------+-----------------+-----------------+
| Strategies to  | The school is   | The school has  | The school      |
| Attract Highly | allowed to      | developed a     | makes teacher   |
| Qualified      | provide         | plan to review  | assignments     |
| Staff          | incentives for  | the             | based on the    |
|                | highly          | qualifications  | availability of |
|                | qualified       | of its staff,   | staff, and does |
|                | teachers to     | and is prepared | not have a plan |
|                | teach in high   | to adopt an     | to make changes |
|                | need schools.   | incentive       | in the way it   |
|                |                 | structure for   | assigns or      |
|                | Only teachers   | novice and      | hires teachers. |
|                | who are highly  | experienced     |                 |
|                | qualified are   | teachers.       | Teachers are    |
|                | assigned to low |                 | not assigned to |
|                | achieving       | Teachers who do | serve high need |
|                | students and    | not meet the    | students based  |
|                | this is the     | highly          | on student      |
|                | policy          | qualified       | need, but       |
|                | throughout the  | status are      | rather staff    |
|                | district.       | rarely assigned | availability.   |
|                |                 | to work with    |                 |
|                |                 | high need       |                 |
|                |                 | students.       |                 |
+----------------+-----------------+-----------------+-----------------+
| Strategies to  | Specific        | Specific        | Specific        |
| Increase       | strategies to   | strategies to   | strategies to   |
| Parental       | increase        | increase        | increase        |
| Involvement    | parental        | parental        | parental        |
|                | involvement,    | involvement     | involvement     |
|                | based upon      | have been       | have not been   |
|                | results of the  | identified and  | identified or   |
|                | needs           | implemented.    | implemented.    |
|                | assessment have |                 |                 |
|                | been identified | Some            | No              |
|                | and             | collaboration   | collaboration   |
|                | implemented.    | with community  | with community  |
|                |                 | resources is    | resources is    |
|                | Strong          | evident.        | observed.       |
|                | collaboration   |                 |                 |
|                | with community  | Parents are     | Parents have no |
|                | resources is    | included as     | role in the     |
|                | evident.        | decision makers | decision making |
|                |                 | in a limited    | process of the  |
|                | Parents are     | number of       | school.         |
|                | included as     | school          |                 |
|                | decision makers | decisions.      |                 |
|                | in a broad      |                 |                 |
|                | spectrum of     |                 |                 |
|                | school          |                 |                 |
|                | decisions.      |                 |                 |
+----------------+-----------------+-----------------+-----------------+
| Preschool      | Collaboration   | Collaboration   | Collaboration   |
| Transition     | is evident      | efforts have    | and             |
| Strategies     | between the     | begun between   | communication   |
|                | elementary      | the elementary  | seldom occurs   |
|                | school and      | and preschool   | between the     |
|                | preschool       | programs.       | regular         |
|                | programs (i.e.  |                 | elementary      |
|                | Head Start,     | Specific        | school program  |
|                | Even Start).    | strategies for  | and preschool   |
|                |                 | helping         | programs.       |
|                | Specific        | students'       |                 |
|                | strategies for  | transition into | Specific        |
|                | helping         | the regular     | strategies for  |
|                | students'       | elementary      | helping         |
|                | transition into | school setting  | students'       |
|                | the elementary  | are not         | transition into |
|                | setting have    | included in the | the regular     |
|                | been identified | school          | elementary      |
|                | and             | improvement     | setting have    |
|                | implemented.    | plan.           | not been        |
|                |                 |                 | identified or   |
|                |                 |                 | implemented.    |
+----------------+-----------------+-----------------+-----------------+
| Teacher        | A team of       | Student         | Assessment      |
| Participation  | teachers,       | performance is  | decisions are   |
| in Making      | administrators  | considered when | made with       |
| Assessment     | and parents     | modifying the   | little or no    |
| Decisions      | participate in  | school          | input from      |
|                | the selection,  | improvement     | teaching staff. |
|                | use, and        | plan.           |                 |
|                | interpretation  |                 | Student         |
|                | of school-based | Student         | performance is  |
|                | assessments.    | performance is  | not considered  |
|                |                 | considered when | when making     |
|                | Student         | modifying the   | decisions about |
|                | performance     | plan, however,  | assessment.     |
|                | drives          | it does not     |                 |
|                | modifications   | always occur.   |                 |
|                | and             |                 |                 |
|                | improvements in |                 |                 |
|                | the selection   |                 |                 |
|                | and use of      |                 |                 |
|                | school-based    |                 |                 |
|                | assessments.    |                 |                 |
+----------------+-----------------+-----------------+-----------------+
| Timely and     | The school has  | The school has  | No process is   |
| Additional     | a well-defined  | a process in    | in place to     |
| Assistance to  | process that is | place to        | identify        |
| Students       | currently being | identify        | students who    |
| Having         | implemented to  | students        | are             |
| Difficulty     | identify        | experiencing    | experiencing    |
| Mastering the  | students        | difficulty      | difficult       |
| Standards      | experiencing    | mastering the   | mastering the   |
|                | difficulty      | State's         | State's         |
|                | mastering the   | standards.      | standards.      |
|                | State's         |                 |                 |
|                | standards.      | Effective,      | Additional      |
|                |                 | additional      | assistance is   |
|                | Timely,         | assistance is   | provided to     |
|                | effective and   | provided for    | some students   |
|                | additional      | students        | who are         |
|                | assistance is   | experiencing    | experiencing    |
|                | provided for    | difficulty      | difficulty, but |
|                | students        | meeting State   | the             |
|                | experiencing    | standards.      | intervention is |
|                | difficulty      |                 | not regular and |
|                | mastering the   | Students        | ongoing.        |
|                | State's         | receive some    |                 |
|                | standards.      | differentiated  | All students    |
|                |                 | instruction     | are taught      |
|                | Thematic,       | while working   | using the same  |
|                | integrated      | with support    | methods.        |
|                | instruction,    | staff.          |                 |
|                | designed to     |                 |                 |
|                | accommodate the |                 |                 |
|                | needs of        |                 |                 |
|                | various         |                 |                 |
|                | learning styles |                 |                 |
|                | is provided.    |                 |                 |
+----------------+-----------------+-----------------+-----------------+
| Coordination   | The school has  | The school has  | The school has  |
| and            | established its | established its | an improvement  |
| Integration of | improvement     | improvement     | plan, but its   |
| Federal, State | plan based on   | plan based on   | goals are not   |
| and Local      | need, and is    | need, but plans | always based on |
| Programs and   | knowledgeable   | to conduct a    | need, and there |
| Resources      | about and uses  | full inventory  | is uncertainty  |
|                | all resources   | of its          | as to what the  |
|                | available to    | resources in    | available       |
|                | the school to   | order to carry  | resources are,  |
|                | meet its goals. | out its goals.  | and how they    |
|                |                 |                 | can be used to  |
|                |                 |                 | address its     |
|                |                 |                 | goals.          |
+----------------+-----------------+-----------------+-----------------+

Printed with the permission of the Iowa State Department of Education

##  {#section-15 .unnumbered}

[^1]: Section 1114 of Title I of the ESEA authorizes eligible schools to
    consolidate Title I funds, along with other Federal, State and local
    funds to operate schoolwide programs. The ability to consolidate
    funding is provided so that planners can focus on the programmatic
    design of the schoolwide first and then determine how the plan will
    be funded, rather than using the fiscal resources to determine
    program design. For detailed information on consolidating funds in a
    schoolwide program, see the non-regulatory guidance *Title I Fiscal
    Issues: Maintenance of Effort, Comparability, Supplement Not
    Supplant, Carryover, Consolidating Funds in Schoolwide Programs,
    Grantback (awaiting publication at
    [www.ed.gov/policy/landing.jhtml](http://www.ed.gov/policy/landing.jhtml)).*

[^2]: Section 1114(b) requires eligible schools that want to operate a
    schoolwide program to conduct a needs assessment to develop their
    schoolwide plan. Paperwork requirements that may be associated with
    this provision were approved by the Office of Management and Budget
    under Control \# 1810-0581.

[^3]: United States Department of Education. *Implementing Schoolwide
    Programs: An Idea Book on Planning, Volume 1.* Washington, DC, 1998.

[^4]: Section 1114(b)(2)(B) of Title I requires that the plan be
    developed with the involvement of parents and other members of the
    community to be served and individuals who will carry out the plan,
    including teachers, principals and administrators, and, if
    appropriate, pupil services personnel, technical assistance
    providers, school staff, and if the plan relates to a secondary
    school, students from such schools.

[^5]: This list is adapted from *Implementing Schoolwide Programs: An
    Idea Book on Planning, Volume 1,* U.S. Department of Education,
    Washington, D.C., 1998, and is included only as an example of one
    possible configuration of the roles and responsibilities of team
    members. For example, a school may decide to include pupil services
    personnel or other school staff, as appropriate

[^6]: Adapted from the *"Assessment Continuum of Schoolwide Improvement
    Outcomes -- Implementing the Components of Systemic Schoolwide
    Improvement*, New England Comprehensive Assistance Center, Newton,
    Massachusetts, 2002.

[^7]: Adapted from *Creating a School Profile,* RMC Research
    Corporation, Denver, Colorado ,1998.

[^8]: This tool was adapted from a chart originally published in
    *Implementing Schoolwide Programs: An Idea Book on Planning, Volume
    1,* U.S. Department of Education, Washington, D.C., 1998, with
    permission from WestEd.