FLORIDA DEPARTMENT OF EDUCATION
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JEANINE
BLOMBERG
Commissioner of
K12:
2007:145
Education
Date:
October 2007
Technical Assistance Paper
Providing Title I Services in Schoolwide and
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Targeted Assistance Programs
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Summary
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This guidance provides the requirements for Title I schoolwide and targeted assistance programs.
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Contact
: Lisa
Bacen
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Lisa.Bacen@fldoe.org
850-245-0709
Status
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X
New Technical Assistance Paper
Revises and replaces existing Technical Assistance
Issued by the
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Florida Department of Education
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Division of K-12 Public Schools
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Bureau of Student Assistance
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http://www.fldoe.org/bsa
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CHERI PIERSON YECKE, PH.D.
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CHANCELLOR, K-12 PUBLIC SCHOOLS
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325 W. GAINES STREET • SUITE 514 • TALLAHASSEE, FL 32399-0400 • (850) 245-0509 • www.fldoe.org
INTRODUCTION
OVERVIEW
A-1.
What are the main differences between targeted assistance and schoolwide
programs?………………………………………………………………………… 1
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A-2.
How does the LEA determine which program model to implement?....................... 2
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A-3.
Who decides whether a school should operate as a targeted assistance or
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schoolwide program?................................................................................................. 2
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A-4.
What requirements must a school meet to be eligible to operate a
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schoolwide program?………………..……………………………………............. 2
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A-5.
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May an LEA allocate a greater per-pupil amount to schoolwide program
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schools than to targeted assistance schools since schoolwide programs
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serve all children in the school?.................................................................................2
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TITLE I SCHOOLWIDE PROGRAMS
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B-1.
What are the advantages of operating as a Title I schoolwide program?.................. 3
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B-2
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How does a school develop a schoolwide program?................................................. 3
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B-3.
Who should be involved in the development of the schoolwide program?............... 3
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COMPREHENSIVE NEEDS ASSESSMENT
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C-1.
What is a comprehensive needs assessment?.............................................................4
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C-2.
Who provides technical assistance to schools in developing the needs
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assessment and understanding the data?.................................................................... 4
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C-3.
What data should be analyzed when conducting the comprehensive needs
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assessment?................................................................................................................4
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C-4.
Is the needs assessment that is included in the school improvement plan sufficient
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for meeting the comprehensive needs assessment requirement?...............................4
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C-5.
Once the school has gathered all the data for the comprehensive needs assessment,
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what should be done next?.........................................................................................5
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C-6.
Should a school try to address all the identified needs in the initial
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schoolwide plan?........................................................................................................5
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DEVELOPING THE SCHOOLWIDE PLAN
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D-1.
What are the general requirements for the schoolwide plan?.................................... 5
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D-2.
What are the required components of a comprehensive schoolwide plan?............... 5
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D-3.
When should the comprehensive plan be written?.................................................... 6
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D-4.
Can the school improvement plan serve as the comprehensive schoolwide plan?....6
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D-5.
Must every school spend an entire year planning before implementing a
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schoolwide program?................................................................................................. 6
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D-6.
Are parents involved in the development and review of the schoolwide plan?……. 6
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D-7.
Should planning be a continuous activity even after the initial planning year?........ 7
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IMPLEMENTATION
E.1.
Who will monitor the implementation of the schoolwide plan?.................... ……... 7
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E-2.
How long does the schoolwide plan remain in effect?.............................................. 7
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E-3.
Can “non-Title” funds be utilized in the implementation of the schoolwide plan?...7
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E-4.
Can Title I, Part A funds be used to establish or enhance prekindergarten
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programs?...................................................................................................................7
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EVALUATION
F-1.
What is the purpose of an annual evaluation?........................................................... 8
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F-2.
What are the steps in the annual evaluation?............................................................. 8
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F-3.
Who should conduct the evaluation/annual review?................................................. 8
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F-4.
Why must schoolwide program schools conduct an additional review after they
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have been evaluated for Adequate Yearly Progress (AYP)?.....................................9
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F-5.
What if the annual review indicates that a particular strategy is not being fully
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implemented or not having the intended impact on student achievement?............... 9
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F-6.
Once the annual evaluation is completed, what is the next step?.............................. 9
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TARGETED ASSISTANCE PROGRAMS
G-1.
What are the essential components of targeted assistance programs?.......................10
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G-2.
Which students are eligible to receive Title I, Part A services in a targeted
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assistance program?................................................................................................... 11
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G-3.
How does a school identify which students receive services?...................................11
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G-4.
May an LEA or school use Title I, Part A funds to identify at-risk students?.......... 11
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G-5.
Are English Language Learners (ELL) and Students with Disabilities (SWD) to be
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served in a targeted assistance program?................................................................... 11
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G-6.
Are migrant children eligible to be served in targeted assistance
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programs?..............12
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G-7.
May a school provide services to particular children for less than a full school
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year?........................................................................................................................... 12
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G-8.
May non-Title I students participate in the targeted assistance programs?............... 12
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G-9.
What instructional strategies and models are appropriate for targeted assistance
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programs?...................................................................................................................12
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G-10.
May an LEA use a pull-out model for providing instructional support services?.....12
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G-11.
How often should the LEA and schools review the progress of participating
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children?.....................................................................................................................13
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G-12.
May services such as health, nutrition, and other social services be provided to
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students in a targeted assistance program?................................................................ 13
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G-13.
Must parent compacts be implemented in schools with targeted assistance
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programs?...................................................................................................................13
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G-14.
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Must all paraprofessionals in a targeted assistance school meet the
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“highly qualified” requirements?...............................................................................14
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G-15.
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May Title I, Part A funds be used to assist non-highly qualified teachers of core
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academic subjects in targeted assisted schools who do not work in the Title I
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program?.................................................................................................................... 14
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G-16.
How may the Title I and regular school staff work together?................................... 14
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G-17.
How is this coordination and integration documented?.............................................14
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G-18.
May Title I materials and equipment be used by non-Title I teachers and
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students?.....................................................................................................................14
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G-19.
May Title I funds be used in a targeted assistance program to pay for Title I
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students’ participation in an extended-day kindergarten program?...........................15
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G-20.
What children are eligible for participation in a Title I-supported preschool
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program in a Title I targeted assistance school?........................................................ 15
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G-21.
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What responsibilities do targeted assistance programs have with respect to
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assisting preschool children in the transition from preschool to local elementary
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school?....................................................................................................................... 16
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APPENDIX I:
Comparison of program requirements………………………........... 17
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APPENDIX II:
Sample Schoolwide Planning Team Members/Roles……………… 18
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APPENDIX III:
Sample Assessment of School Progress toward Schoolwide
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Improvement For Use in the Needs Assessment and Evaluation….. 19
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APPENDIX IV:
Sample Indicators for the School Profile for use in the Needs
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Assessment………………………………………………………….22
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APPENDIX V:
Sample Data Collection Guide for use in the Needs Assessment
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and the Evaluation…………………………………………………..26
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APPENDIX VI:
Crosswalk of Schoolwide Plan Requirements and the Florida
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Department of Education’s School Improvement Plan Template…..27
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INTRODUCTION
All Local Educational Agencies (LEAs) in Florida receive Title I funds to carry out
supplemental instructional activities that ensure all children, and especially children
attending schools with high poverty rates, have a fair and equal opportunity to obtain a
high-quality education and reach Florida’s challenging academic achievement standards.
Under the Title I statute [PL 107-110, Sections 1114 and 1115], LEAs may choose
between two instructional delivery models to achieve this goal: schoolwide and targeted
assistance programs. Schoolwide programs allow LEAs to upgrade the entire educational
program of a Title I school, ensuring that all children have access to effective, research-
based instructional strategies that will help them attain challenging academic content.
Targeted assistance programs are designed to assist the most academically needy children
selected within a school in reaching Florida’s academic content and achievement
standards. LEAs notify the Florida Department of Education (FDOE) of the type of
program model that will be implemented in each of its Title I schools in the annual project
application.
This technical assistance paper provides guidance to LEAs on the requirements for
schoolwide and targeted assistance programs, as required in PL 107-110, Sections 1114
and 1115 and the Code of Federal Regulations, Title 34, Chapter II, Part 200, Sections
200.25 through 200.29. Many of the questions and answers were taken from the US
Department of Education’s (USDE) non-regulatory guidance, “Designing Schoolwide
Programs” (http://www.ed.gov/policy/elsec/guid/designingswpguid.doc), and the archived
policy guidance, “Targeted Assistance Schools”
(http://www.ed.gov/legislation/ESEA/Title_I/target.html).
OVERVIEW
A-1.
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What are the main differences between targeted assistance and schoolwide
programs?
A targeted assistance program provides services to a select group of children - those
identified as failing, or most at risk of failing, to meet Florida's challenging content
and student performance standards - rather than to all children, as in the schoolwide
program. In addition, schools operating a targeted assistance program must
maintain records that Title I, Part A funds are spent on supplemental activities and
services for only those eligible students. In schoolwide programs, Title I, Part A
funds may be used to upgrade the entire educational program by providing
supplemental educational support services to all students, not just those identified as
most at risk of failing to meet Florida’s achievement standards. Please see Appendix
I for a comparison of the requirements for schoolwide and targeted assistance
programs [PL 107-110, Sections 1114 and 1115].
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A-2.
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How does an LEA determine which program model to implement?
When determining which program model to implement, an LEA must first consider
the percent of students ages 5-17 in poverty. If an LEA provides Title I, Part A
funds to schools with poverty rates of less than 40%, then those schools must
operate as targeted assistance programs [PL 107-110, Section 1115(a)]. However,
any school, regardless of poverty level, can operate as a targeted assistance model.
In addition, if an LEA elects to fund a new Title I school, it may choose to open the
school as a targeted assistance program while undertaking the comprehensive
planning process necessary to implement a schoolwide program. Only schools with
poverty rates of 40% or higher are eligible to operate a schoolwide program.
Schoolwide programs provide greater flexibility, as they are designed to upgrade the
entire educational program to assist all children in meeting Florida’s academic
content and achievement standards [PL 107-110, Section 1114(a)].
A-3.
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Who decides whether a school should operate as a targeted assistance or
schoolwide program?
The school may make the decision about whether to implement a targeted assistance
or schoolwide program based on discussion with the LEA, staff, and parents.
However, each LEA should provide technical assistance to Title I-eligible schools
regarding their program model options [USDE non-regulatory guidance].
A-4.
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What requirements must a school meet to be eligible to operate a schoolwide
program?
A Title I school may operate as a schoolwide program only if at least 40% of the
students in the school, or residing in the attendance area served by the school, are
from low-income families. In addition, schools wishing to operate a schoolwide
program must conduct a year of comprehensive planning (see sections C and D),
unless the LEA determines that less time is needed [PL 107-110, Section 1114(a)(1)
and (b)(2)(B)].
A-5.
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May an LEA allocate a greater p
er-pupil amount to schoolwide program
schools than to targeted assistance schools since schoolwide programs serve all
children in the school?
No. The Title I statute requires allocations to be based on the total number of low-
income children in a school attendance area or school. Therefore, poverty is the
only factor on which an LEA may determine funding. In other words, an LEA may
not allocate funds based on the instructional model, educational need, or any other
non-poverty factor [PL 107-110, Section 1113(a)(5)].
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TITLE I SCHOOLWIDE PROGRAMS
B-1.
What are the advantages of operating as a Title I schoolwide program?
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 Florida’s state academic standards.
The emphasis in schoolwide program schools is on serving all students, improving all
structures that support student learning, and combining all resources, as allowed, to
achieve a common goal. Schoolwide programs maximize the impact of Title I and
provide greater flexibility by allowing supplemental instruction to all students in the
school [PL 107-110, Section 1114(b)(1)].
B-2.
How does a school develop a schoolwide program?
The development of a schoolwide program requires a year long planning process, unless
the LEA determines that less time is required [PL 107-110, Section 1114(b)(2)(B)]. The
planning process includes:
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Conducting a comprehensive needs assessment;
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Identifying and committing to specific goals and strategies that address those
needs;
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Creating a comprehensive plan; and
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Conducting an annual review of the effectiveness of the schoolwide program and
revising the plan as necessary.
B-3.
Who should be involved in the development of the schoolwide program?
Typically, the principal or another instructional leader establishes the planning team,
which should consist of school and LEA administrators, teachers and other professional
staff in the school such as guidance counselors and curriculum specialists, parents and
other community members, students (in a secondary school), and if appropriate, other
federal program administrators [34 CFR, Section 200.27]. The team should be
knowledgeable about Title I, Part A programs and their regulatory requirements. An
existing team or committee, such as the school advisory council, may comprise this
planning team; however, the school should ensure that all representatives required by the
statute participate. Please see Appendix II (page 18) for a suggested list of team members
and their roles.
After the team has been established, it should begin to collect the data that comprise the
comprehensive needs assessment. The needs assessment forms the basis for the
schoolwide plan [USDE non-regulatory guidance].
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COMPREHENSIVE NEEDS ASSESSMENT
C-1.
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What is a comprehensive needs assessment?
A comprehensive needs assessment is a data analysis tool that assists schools in
prioritizing program services. The needs assessment guides the development of the
comprehensive schoolwide plan and its evaluation, and 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 (SWDs),
English language learners (ELLs), and migrant students.
The comprehensive needs assessment helps schools understand the subjects and skills for
which teaching and learning need to be improved. In addition, it assists schools in
identifying the specific academic needs of students and groups of students who are not yet
achieving Florida’s academic proficiency standards [34 CFR, Section 200.26(a)].
C-2.
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Who provides technical assistance to schools in developing the needs assessment and
understanding the data?
The LEA should provide technical assistance to schools in developing and interpreting the
data used for the needs assessment [PL 107-110, Section 1112(c)(1)(B) and (c)(1)(C)].
C-3.
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What data should be analyzed when conducting the comprehensive needs
assessment?
The school, in conjunction with the LEA, should analyze data from a variety of sources,
including, but not limited to:
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Student and staff demographic data;
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Achievement data from multiple assessments and over multiple administrations;
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The quantity and quality of instructional activities, materials, and technology;
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Professional development evaluations;
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The extent of family and community involvement; and
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School climate indicators such as those reported through the School Environmental
Safety Incident Reporting system [34 CFR, Section 200.26(a)].
Please see Appendices III –V (pages 19-26) for sample needs assessment indicators.
C-4.
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Is the needs assessment that is included in the school improvement plan sufficient for
meeting the comprehensive needs assessment requirement?
No. In general, the needs assessment that is included in the school improvement plan is
not sufficient for meeting the comprehensive needs assessment requirement, as it does not
provide a comprehensive picture of the school. Some of the components included in the
school improvement plan may be used in the comprehensive needs assessment, but
additional data should be gathered. LEAs and schools may already have conducted similar
needs assessments that provide sources of data, such as school climate surveys, parent
involvement evaluation results, the LEA educational technology plan, the school public
accountability reports, and the LEA in-service plans.
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C-5.
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Once the school has gathered all the data for the comprehensive needs assessment,
what should be done next?
Once the data have been gathered, the planning team should determine how the school is
currently performing based on the results of the data analysis and its vision of where it
wants to be. Data obtained from the needs assessment provide the foundation for the
goals of the comprehensive schoolwide plan and help identify the needs of the school
[USDE non-regulatory guidance].
C-6.
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Should a school try to address all the identified needs in the initial schoolwide plan?
No. Schools should prioritize the major issues that have been identified and address no
more than three of the most important in the first year. 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. Strategies
must be aligned with the Sunshine State Standards, based on scientific research,
comprehensive, and span all grades and subjects [USDE non-regulatory guidance].
DEVELOPING THE SCHOOLWIDE PLAN
D-1.
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What are the general requirements for the schoolwide plan?
The schoolwide plan should be a comprehensive plan for reforming the entire educational
program of the school. The plan must:
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Include all ten components listed in question D-2;
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Describe how the school will use its fiscal resources to implement those components;
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Include a list of other federal, state, and local programs that will be implemented in
the school; and
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Describe how the school will provide individual academic assessment results,
including the interpretation of those results, to parents in a language parents can
understand [PL 107-110, Section 1114(b)(2)].
D-2.
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What are the required components of a comprehensive schoolwide plan?
PL 107-110, Section 1114(b)(1) identifies the following ten components of a schoolwide
plan:
1.
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A comprehensive needs assessment of the entire school;
2.
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Schoolwide reform strategies that:
a.
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provide opportunities for all children to meet Florida’s proficient and
advanced levels of student achievement described in Section 1111(b)(1)(D);
b.
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use effective methods and instructional strategies that are based on
scientifically based research that:
i.
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strengthen the core academic program in the school;
ii.
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increase the quality and amount of learning time, such as providing an
extended school year, before and after school, summer programs
opportunities, and help provide an enriched, accelerated curriculum;
and
iii.
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include strategies for meeting the educational needs of historically
underserved populations.
3.
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Instruction by highly qualified teachers, as defined in PL 107-110, Section 9101(23);
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4.
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High quality, ongoing professional development for teachers, principals, and
paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff
to enable all children in the school to meet Florida’s student academic achievement
standards;
5.
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Strategies to attract high quality, highly qualified teachers to high need schools;
6.
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Strategies to increase parental involvement in accordance with Section 1118, such as
family literacy services;
7.
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Plans for assisting preschool children in the transition from early childhood programs,
such as Head Start, Even Start, Early Reading First, or voluntary prekindergarten, to
local elementary school programs;
8.
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Measures to include teachers in the decisions regarding the use of academic
assessments described in Section 1111(b)(3) in order to provide information on, and
to improve, the achievement of individual students and the overall instructional
program;
9.
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Activities that ensure that students who experience difficulty mastering the proficient
or advanced achievement levels required by Section 1111(b)(I) are provided with
effective, timely, additional assistance; and
10. Coordination and integration of federal, state, and local services and programs, such
as violence prevention programs, nutrition programs, housing programs, Head Start,
adult education, vocational and technical education, and job training.
D-3.
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When should the comprehensive plan be written?
The development of the schoolwide plan begins once the planning team has completed a
needs assessment, analyzed results, identified priorities, created program goals, and
selected strategies for carrying out those goals. Planning is generally a year long process,
unless the LEA determines that less time is needed [PL 107-110, Section 1114(b)(2)(B)].
D-4.
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Can the school improvement plan serve as the comprehensive schoolwide plan?
Yes, a completed Florida Department of Education school improvement plan template
may serve as the schoolwide plan, as long as the school supplements the needs assessment
provided in the plan, as described in question C-4, and provides an addendum to address
coordination and integration of federal, state, and local services and programs. The school
improvement plans are located on the Bureau of School Improvement’s website at
http://www.bsi.fsu.edu, but should also be locally maintained by the school and LEA.
D-5.
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Must every school spend an entire year planning before implementing a schoolwide
program?
No. According to PL 107-110, Section 1114(b)(2)(B), every school that wishes 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 LEA determines, after
considering the recommendation of technical assistance providers, that the school needs
less time to develop and implement its schoolwide program. In addition, a new school
may consider the year prior to opening as the planning year, if it has indeed participated in
a comprehensive planning process.
D-6.
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Are parents involved in the development and review of the schoolwide plan?
Yes. Parents as well as members of the community must be involved in the development
of the schoolwide plan. In addition, the plan must be made available to all parents and the
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public in an understandable and uniform format, and to the extent practicable, in a
language that parents can understand [PL 107-110, Section 1114(b)(2)(B)(ii) and (iv)].
D-7.
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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, effective programs incorporate planning into a continuous cycle of
improvement. Schools should regularly monitor and adjust their plans using updated
school profile information, a reassessment of needs, and the results of the required annual
evaluation [34 CFR, Section 200.26]. One model to consider is the Florida’s Continuous
Improvement Model (FCIM). Training on FCIM is available through the Bureau of
School Improvement.
IMPLEMENTATION
E-1.
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Who will monitor the implementation of the schoolwide plan?
The LEA approves and monitors the implementation of each schoolwide program plan
[PL 107-110, Section 1112(c)(1)(C)]. At the school level, a school team consisting of the
principal, teachers, parents, external technical assistance providers, and other
representatives from the school and community may be established to monitor
implementation. However, it is the responsibility of the LEA to continuously monitor and
assess whether the schoolwide program strategies are effective in improving student
achievement and whether the plan should be revised.
E-2.
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How long does the schoolwide plan remain in effect?
Once written, the schoolwide plan remains in effect as long as the school chooses to be a
schoolwide program. However, the original schoolwide plan should be revised over time
as changes occur inside and outside of the school. A school should 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 or new instructional approaches [PL
107-110, Section 1114(b)(2)(B)(iii) and 34 CFR, Section 200.26(c)].
E-3.
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Can “non-Title” funds be utilized in the implementation of the schoolwide plan?
Yes. The schoolwide plan must 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 a commitment to using all available resources, as
allowed, to improve the achievement of all students [34 CFR, Section 200.25].
E-4.
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Can Title I, Part A funds be used to establish or enhance prekindergarten
programs?
Yes. A school operating a schoolwide or targeted assistance program may use Title I, Part
A funds to enhance prekindergarten programs for children below the age of 6, such as
Even Start, Early Reading First, or voluntary prekindergarten programs [PL 107-110,
Section 1114(c)]. Teachers and paraprofessionals working in a Title I prekindergarten
program must meet the highly qualified requirements of Section 1119.
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EVALUATION
F-1.
What is the purpose of an annual evaluation?
The purpose of the annual evaluation 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, unsatisfactory results
of the annual review should not be perceived as a sign that the school should develop a
new plan. Instead, the school should revise its existing plan and redirect its efforts in
order to implement a schoolwide program that helps all students achieve at high levels [34
CFR, Section 200.26(c)].
F-2.
What are the steps in the annual evaluation?
LEAs may consider the following six components to guide the evaluation process, as
provided in the US Department of Education’s non-regulatory guidance pertaining to
schoolwide programs:
1.
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Identify the purpose and intended audiences. The purpose may include a
determination of the percentage of students who reach proficiency on Florida’s
annual assessments. The intended audience for the annual review should include all
stakeholders, both internal and external to the school.
2.
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Outline the program review process. Program review begins at the same time that the
schoolwide program is being designed through the comprehensive needs assessment.
3.
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Identify the data collection instruments. Reviewers will determine how data that
answer each question will be collected. Examples of data collection instruments
include document reviews, tallies, questionnaires, interviews, surveys, observations,
assessments, attitude inventories, and focus groups.
4.
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Collect the data. Data collectors should be carefully trained, and there should be
consistency in instructions and data collection procedures so that results are reliable
across surveys.
5.
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Analyze and interpret the results. The information that emerges from the data analysis
should clearly describe the progress the school has made implementing its program
and increasing the student achievement and indicate areas where the revision or
additional work is needed.
6.
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Report. The report should be clearly and concisely written and available to all
stakeholders. The report typically includes background information, the evaluation
question(s), an explanation of how the data were analyzed, findings, and a conclusion
with recommendations.
F-3.
Who should conduct the evaluation/annual review?
The school, with the assistance of the LEA, should 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 LEA, a regional educational laboratory, an institution of
higher learning, or any other technical assistance provider). This decision should be made
collaboratively between schools and LEAs. 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. LEAs and schools
are strongly encouraged to use outside reviewers whenever possible.
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If resources do not permit the use of outside reviewers on an annual basis, LEAs and
schools might consider using an outside reviewer every few years [USDE non-regulatory
guidance].
F-4.
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Why must schoolwide program schools conduct an additional review after they have
been evaluated for Adequate Yearly Progress (AYP)?
Results from state assessments indicate whether the school has made AYP and if they are
successful in moving all students to the proficient or advanced levels of achievement in
reading/language arts and math. The annual review of the schoolwide program should go
beyond this measure to examine all aspects and goals of the schoolwide plan. 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
[USDE non-regulatory guidance].
F-5.
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What if the annual 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 should identify and address the issues that prevented the strategy
from being fully implemented, and revise its existing plan to address the needs, as
appropriate [USDE non-regulatory guidance].
F-6.
?
Once the annual evaluation is completed, what is the next step?
First, the findings should be widely disseminated to school staff, parents, and the
community and input requested. LEAs may disseminate this information through
newsletters, mail-outs, school websites, or public notices. Once this has occurred, the
schoolwide planning team identifies which recommendations will be incorporated into the
existing school plan. The school should [USDE non-regulatory guidance]:
1.
?
Review the strategies and action steps originally proposed in the schoolwide plan;
2.
?
Use the findings and recommendations to identify the parts of the schoolwide plan
that have been implemented ineffectively or not at all;
3.
?
Solicit the input of all stakeholders in identifying more effective strategies to achieve
identified goals;
4.
?
Identify any additional training that is needed to improve implementation;
5.
?
Determine if additional resources are needed to implement the revised improvement
plan and how they will be obtained;
6.
?
Re-establish responsibilities and timelines for implementing the revised plan;
7.
?
Communicate to all stakeholders what has been incorporated into the revised plan;
and
8.
?
Review how the plan was implemented and make changes as appropriate to reflect
modifications to the plan.
9
?
TARGETED ASSISTANCE PROGRAMS
G-1.
What are the essential components of targeted assistance programs?
According to PL 107-110, Section 1115(c)(1), targeted assistance programs must
incorporate the following eight components:
1.
?
Use program resources to help participating children meet Florida’s academic
achievement standards;
2.
?
Ensure that planning for participating students is incorporated into existing school
planning;
3.
?
Use effective methods and instructional strategies based on scientific research that
strengthen the core academic program and:
i.
?
Give primary consideration to providing extended learning time such
as an extended school year, before and after school, and summer
programs and opportunities;
ii.
?
Help provide an accelerated, high-quality curriculum; and
iii.
?
Minimize removing children from the regular classroom during regular
school hours for Title I instruction.
4.
?
Coordinate with and support the regular education program, which may include--
i.
?
Counseling, mentoring, and other pupil services;
ii.
?
College and career awareness and preparation;
iii.
?
Services to prepare students for the transition from school to work; and
iv.
?
Services to assist preschool children's transition to elementary school
from early childhood programs such as Head Start, Even Start, Early
Reading First, or voluntary prekindergarten programs.
5.
?
Provide instruction by highly qualified teachers;
6.
?
Provide professional development opportunities with Title I and other resources,
to the extent feasible, for administrators, teachers, paraprofessionals, and if
appropriate, with parents and other school staff who work with participating
children;
7.
?
Provide strategies to increase parental involvement, such as family literacy
services; and
8.
?
Coordinate and integrate federal, state, and local services and programs, including
programs supported under the Title I Act, violence prevention programs, nutrition
programs, housing programs, Head Start, adult education, vocational and
technical education, and job training.
10
?
G-2.
?
Which students are eligible to receive Title I, Part A services in a targeted assistance
program?
Eligible children are those under age 21 who are entitled to a free public education in
grades 1 through twelve and those children who are not yet at a grade level for which the
LEA provides a free public education.
In addition, certain students are automatically eligible for Title I, Part A services. These
students include:
•
?
Those who participated in a Head Start or Even Start program at any time in the two
preceding years;
•
?
Those who received services under a program for migrant children and youth at any
time in the two preceding years;
•
?
Those who are in a local institution for neglected or delinquent children or attending
a community day program; and
•
?
Homeless children attending any school in the LEA [PL 107-110, Section 1115(b)].
G-3.
?
How does a school identify which students receive services?
From the universe of eligible children in a targeted assistance school, the school selects
those children who have been identified as failing, or most at risk of failing, Florida’s
academic achievement standards. Student selection within the school must be based on
multiple, educationally related, objective criteria established by the LEA and
supplemented by the school. Students in grades 3-12 may be selected based on Florida
Comprehensive Assessment Test (FCAT) or approved alternate assessment results
together with other objective criteria. Students from preschool through grade 2 must be
selected solely on the basis of such criteria as teacher judgment, interviews with parents,
and developmentally appropriate measures that determine which children are failing, or
most at risk of failing, to meet the Sunshine State Standards and student performance
standards. School staff, in consultation with the LEA, must use their best professional
judgment in making these choices [PL 107-110, Section 1115(b)(1)(B)].
G-4.
?
May an LEA or school use Title I, Part A funds to identify at-risk students?
No. It is the responsibility of the LEA and school to identify at-risk students using state or
local resources. Once students are identified for services, Title I, Part A funds may be
used to select those students who are most in need or to ascertain specific educational
needs of eligible students [USDE non-regulatory guidance].
G-5.
?
Are English language learners (ELL) and students with disabilities (SWD) to be
served in a targeted assistance program?
SWDs and ELLs are eligible for Title I, Part A services on the same basis as other
children who are selected for services. However, they are also entitled to services required
by law because of their disability or their limited proficiency in English. To avoid
supplanting, a targeted assistance school may not use Title I, Part A funds to provide the
level of services necessary to meet federal, state, or local requirements for ELLs or SWDs.
Title I, Part A funds may be used, however, to coordinate and supplement these services
as well as to provide additional direct services to these students [USDE non-regulatory
guidance].
11
?
G-6.
?
Are migrant children eligible to be served in targeted assistance programs?
Yes. Migrant children are eligible for Title I, Part A services on the same basis as other
children who are selected to receive services. Because LEAs that currently receive
migratory children normally do so on a regular basis, LEAs should plan for their arrival
and consider their needs when planning, or helping schools to plan, Title I, Part A services
[PL 107-110, Section 1115(b)(2)].
G-7.
?
May a school provide services to particular children for less than a full school year?
Yes. Because student needs may change throughout the year, students may enter and/or
exit the program during the school year. Written procedures should be established that
identify how students may exit the program. Records that indicate entry and exit dates and
criteria should also be carefully maintained at the school [USDE non-regulatory
guidance].
G-8.
?
May non-Title I students participate in the targeted assistance program?
Yes. Because of the instructional method, setting, or time of a particular Title I, Part A
service, it is not always reasonable or desirable for a school to serve only children who
have been selected to participate in a Title I program. This may be particularly true if a
school is providing Title I services in the regular classroom. A school may provide, on an
incidental basis, Title I services to children who have not been selected to participate in
the Title I program. According to USDE non-regulatory guidance, this would be allowable
only if the Title I program:
•
?
Is designed to meet the special educational needs of the children who are failing, or
most at risk of failing, to meet Florida's challenging student performance standards
and is focused on those children; and
•
?
The inclusion of non-Title I, Part A children does not:
o
?
Decrease the amount, duration, or quality of Title I services for Title I children;
o
?
Increase the cost of providing the services; or
o
?
Result in the exclusion of children who would otherwise receive Title I
services.
G-9.
?
What instructional strategies and models are appropriate for targeted assistance
programs?
Instructional strategies and models in a targeted assistance school must focus on enabling
participating students to meet Florida's academic achievement standards. The selection of
instructional models to use in a targeted assistance school should be made by each school
based on the needs of participating students. Although extended-time strategies are
strongly encouraged by the US Department of Education, other strategies such as in-class
models and collaborative teaching among Title I and regular classroom teachers can also
benefit participating children [USDE non-regulatory guidance].
G-10. May an LEA use a pull-out model for providing instructional support services?
Yes. However, the use of pull-out programs to provide instructional support services is
strongly discouraged. Title I, Part A requires that targeted assistance programs use
effective teaching strategies that give primary consideration to extended learning time and
an accelerated, high-quality curriculum.
12
?
Because there are situations in which a school is unable to provide extended-time services,
pull-out models are allowable strategies, with certain considerations.
Students pulled out from regular instruction must be provided support services in the same
subject from which they were pulled. For example, if a student has been identified as
needing additional support in mathematics, that student should be provided the support
through the pull-out model only during the regularly scheduled mathematics class. In
addition, if a paraprofessional provides support services, they must be under the direct
supervision of the teacher [PL 107-110, Section 1115(c)(1)(C)].
G-11. How often should the LEA and schools review the progress of participating
children?
The LEA and schools must review, on an ongoing basis, the progress of participating
children and should revise, as necessary, the services provided [PL 107-110, Section
1115(c)(2)(B)]. This may be accomplished through the LEA’s progress monitoring
schedule.
G-12. May services such as health, nutrition, and other social services be provided to
students in a targeted assistance program?
Yes. Title I, Part A funds may be used to provide:
•
?
Basic medical equipment, such as eyeglasses and hearing aids;
•
?
Compensation of a coordinator; and/or
•
?
Professional development necessary to assist teachers, pupil services personnel,
other staff, and parents in identifying and meeting the comprehensive needs of
eligible children.
Such comprehensive services, according to PL 107-110, Section 1115(e), may be
provided if:
1.
?
Health, nutrition, and other social services are not otherwise available to
participating children in a targeted assistance school;
2.
?
The school, if appropriate, has conducted a comprehensive needs assessment;
3.
?
The school has established a collaborative partnership with local service
providers; and
4.
?
Funds are not reasonably available from other public or private sources.
G-13. Must parent compacts be implemented in schools with targeted assistance
programs?
Yes. Parent-school compacts are written agreements between the school and the parents of
children participating in Title I, Part A programs that identify the activities that the
parents, the entire school staff, and the students will undertake to share the responsibility
for improved student academic achievement. Compacts must be completed annually for
each student receiving Title I services, following the requirements of PL 107-110, Section
1118(d).
13
?
G-14. Must all paraprofessionals in a targeted assistance school meet the “highly qualified”
requirements?
Only those paraprofessionals paid with Title I, Part A funds in a targeted assistance
program, including targeted assistance prekindergarten programs, must meet the highly
qualified requirements.
Paraprofessionals are considered highly qualified if they have completed at least two years
of study at an institution of higher education, obtained an associates degree or higher, or
passed a formal assessment that measures their knowledge of, and ability to assist in,
instruction. Paraprofessionals who are not paid with Title I, Part A funds do not have to
meet the requirements [PL 107-110, Section 1119(c)-(g)].
G-15. May Title I, Part A funds be used to assist non-highly qualified teachers of core
academic subjects in targeted assisted schools who do not work in the Title I
program?
Yes. According to a US Department of Education policy letter dated January 15, 2003,
Title I, Part A funds may be used to help teachers of core academic subjects who teach in
schools with targeted assistance programs but are not funded with Title I, Part A, become
highly qualified as provided in PL 107-110, Section 9101(23), if the following conditions
have been met:
•
?
All Title I funded teachers in the targeted assistance programs are “highly
qualified” or given first priority in obtaining professional development services
paid for with Title I funds;
•
?
The funds are used only to help teachers of core subject academic subjects in the
school with a targeted assistance program become highly qualified; and
•
?
The funds will not be used to help teachers of core academic subjects in non-Title
I schools.
G-16. How may the Title I and regular school staff work together?
To promote the coordination and integration of Title I staff and participants into the
regular school program, overall school planning, and improvement efforts, Title I paid
personnel may participate in general professional development and school planning
activities [PL 107-110, Section 1115(d)]. Title I paid personnel may also collaboratively
teach with regular classroom teachers if such teaching directly benefits participating
children. In addition, Title I teachers may work closely with regular education teachers,
special education teachers, or teachers of English language learners (ELL), if appropriate,
to ensure that each eligible student’s educational needs are addressed [USDE non-
regulatory guidance].
G-17. How is this coordination and integration documented?
Coordination may be documented through meeting notes, lesson plans, student records,
and/or schedules [USDE non-regulatory guidance].
G-18. May Title I materials and equipment be used by non-Title I teachers and students?
According to USDE non-regulatory guidance, materials and equipment purchased with
Title I, Part A funds are to be used with Title I children.
14
?
Title I equipment may not be purchased or used for the general benefit of all children in a
class, unless a user fee is paid to Title I. However, under very specific guidelines, Title I
equipment may be used for non-Title I activities on a part-time basis without the user fee
if the following conditions are met:
•
?
The equipment is part of a Title I project that has been properly designed for
eligible children with the greatest risk;
•
?
The equipment is reasonable and necessary to operate the Title I project, without
regard to any use in non-Title I activities;
•
?
The project was designed to make maximum appropriate use of equipment for
Title I purposes;
•
?
The use of the equipment in non-Title I activities does not decrease the quality or
effectiveness of the Title I services provided to Title I children with the
equipment;
•
?
The use of the equipment does not increase the cost or shorten the useful life of
the equipment;
•
?
The use of the equipment does not result in the exclusion of Title I children who
would otherwise have been able to use the equipment; and
•
?
The non-Title I use does not exceed 10% of the time the equipment is used in
Title I activities unless a user fee has been paid and prior approval has been
granted.
G-19. May Title I funds be used in a targeted assistance program to pay for Title I
students’ participation in an extended-day kindergarten program?
Yes. If the Title I program is designed to extend the time that a Title I eligible student is in
kindergarten, Title I, Part A funds may be used. For example, the district provides
morning instruction through state and local funds to all students, including Title I
students. Students identified as in need of academic support are then served in the
afternoon through Title I funds by an appropriately licensed teacher [USDE non-
regulatory guidance].
G-20. What children are eligible for participation in a Title I-supported preschool program
in a Title I targeted assistance school?
To be eligible to attend a Title I preschool program in a targeted assistance school,
preschool-age children, like school age children, must be failing or most at risk of failing
to meet Florida’s challenging student academic achievement standards as determined by
multiple, educationally related, objective criteria. For preschool children, this
determination should be made on the basis of criteria such as teacher judgment, interviews
with parents, and developmentally appropriate measures of child development. In
addition, children who participated in a Head Start, Even Start, Early Reading First, or
Title I preschool program at any time during the two preceding years, homeless children,
and children in institutions for neglected or delinquent children are automatically eligible
for Title I preschool and to continue into Title I school programs (PL 107-110, Section
1115(b)(2)(B)).
15
?
G-21. What responsibilities do targeted assistance programs have with respect to assisting
preschool children in the transition from preschool to local elementary school?
Targeted assistance programs must coordinate with and support the school’s regular
education program, which may include services to assist preschool children in the
transition from early childhood programs such as Head Start, Even Start, Early Reading
First, or voluntary prekindergarten programs to elementary school programs (PL 107-110,
Section 1115(c)(1)(D)).
16
?
APPENDIX I: COMPARISON OF PROGRAM REQUIREMENTS
1
Provision
Schoolwide Program Requirements
Targeted Assistance Program
Requirements
Eligibility
Schools with at least 40% poverty.
Any school in the LEA down to 35% poverty
or the LEA poverty average, whichever is
less. Schools conducting the year-long
schoolwide planning process may also
choose to operate a targeted assistance
program.
Identification of
Students
None
Schools must use multiple, educationally
related, objective criteria to identify eligible
students to receive Title I services.
Delivery of
Supplemental
Instructional
Support Services
All students in a schoolwide program are
eligible to receive services.
Only the most educationally needy students
and those that participated at any time in the
two preceding years in Head Start, Even
Start, Early Reading First, migrant education,
or those students that are neglected,
delinquent, or homeless may receive
services.
Plans
Schoolwide plans must include the required
10 components.
Targeted assistance plans must include the
required 8 components.
Highly Qualified
Teachers
All teachers must be highly qualified.
All teachers must be highly qualified.
Highly Qualified
Paraprofessionals
All instructional paraprofessionals working
in a schoolwide program must be highly
qualified.
All instructional paraprofessionals who are
paid with Title I funds must be highly
qualified.
Parent
Involvement
Parent involvement activities must be
conducted for all parents. All parents must
receive statutorily required notifications.
Parent involvement activities must be
conducted for parents of participating
students. All parents must receive statutorily
required notifications.
Professional
Development (in
accordance with
Section 1119)
All teachers in a schoolwide program may
participate in Title I-funded professional
development.
Priority for Title I funded professional
development activities must be given to Title
I funded teachers.
Services to
Preschool
Students
If a preschool program is part of a Title I
schoolwide school, identification of children
to receive services is not necessary. All
teachers and paraprofessionals must meet the
highly qualified requirements of PL 107-110,
Section 9101(23).
Only the most educationally needy children
may be selected to receive services in a
preschool program Title I targeted assistance
school. All teachers and those
paraprofessionals funded with Title I must
meet the highly qualified requirements of PL
107-110, Section 9101(23).
Control of
Property
The LEA must maintain appropriate controls
over equipment purchased with Title I funds.
The LEA must ensure that only Title I
participating students use equipment
purchased with Title I funds, unless use by
ineligible students does not interfere with the
Title I program and does not decrease the
value of the equipment.
1
Source: PL 107-110, Sections 1114 and 1115 and USDE Non-Regulatory Guidance
17
APPENDIX II: SAMPLE SCHOOLWIDE PLANNING TEAM MEMBERS/ROLES
2
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,
experience 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 who 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.
2
Source: US Department of Education’s
Designing Schoolwide Programs Non-Regulatory Guidance
18
?
APPENDIX III: SAMPLE ASSESSMENT OF SCHOOL PROGRESS TOWARD
SCHOOLWIDE IMPROVEMENT FOR USE IN THE NEEDS ASSESSMENT AND
EVALUATION
3
Schools might consider using a scale such as this to assess 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. Data may be used 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 Date
Benchmark Date
Benchmark Date
Standards-Based Curriculum
The school’s curriculum is aligned
with state standards and is
articulated across grades and
subjects.
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
Standards-Based Instruction
Teachers use content and
achievement standards and
assessment information to identify
curricular priorities and instructional
materials and to design relevant and
challenging learning experiences for
all students, including those of
diverse cultural backgrounds, and
academic experiences.
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
Standards-Based Assessment
The school uses multiple classroom
and district assessments, in addition
to the FCAT, to monitor the
achievement of individual students
(including English language
learners, and students with special
needs). Achievement data are
disaggregated and reported by all
major subgroups.
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
3
Source: US Department of Education’s
Designing Schoolwide Programs Non-Regulatory Guidance
19
Baseline Date
Benchmark Date
Benchmark Date
Data-Based Accountability and
Evaluation
The school has a fully implemented
accountability system that includes a
school improvement plan based on
disaggregated achievement and
other data.
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
Structural Reform Strategies
The school structures its schedule,
organization, support mechanisms,
and resources to provide all students
equal access to resources and the
support to achieve to high standards.
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
Leadership and Governance
The school improvement team, or
other governance structure includes
teachers, other non-instructional
staff, parents, community members
and students in a shared leadership
structure to support and improve
school programs.
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
Professional Development
The school has a structure and
process for developing and
implementing a professional
development plan that is aligned
with the schoolwide program goals;
the plan is research based, and helps
staff to better meet the needs of
students.
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
Culture and Climate
The school’s philosophy, norms,
values, beliefs and shared vision
reflect expectations for high
achievement for all students,
collaboration and collegiality among
all staff, and mutual respect and trust
among all individuals; the school is
safe and orderly and is welcoming to
students and their families.
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
20
?
Baseline Date
Benchmark Date
Benchmark Date
External Support and Resources
The school accesses external support
and resources from a variety of
sources to implement, supplement
and/or extend goals. Use of external
resources is based on thorough
research of their effectiveness and
alignment with the schoolwide
program plan.
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
Parent and Community
Involvement
The school has active partnerships
with parents and linkages to
community organizations and
institutions; the community is
actively engaged and supports the
activities of the school.
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
Extended Learning Activities
The school provides informal
learning experiences and
extracurricular activities, such as
sports, music, art and clubs that
appeal to diverse populations; these
offerings are provided directly or
through community partnerships.
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
5
4
3
2
1
Supporting
Documentation
21
?
APPENDIX IV: SAMPLE INDICATORS FOR THE SCHOOL PROFILE FOR USE IN
THE NEEDS ASSESSMENT
4
This table contains possible indicators that can be used to complete the school profile as part of
the needs assessment process. This tool may also be used to develop the schoolwide plan. Many
of these data elements can be found in Florida’s Automated Student Database, in the School and
District Public Accountability Reports, in School Environment and Safety Incidence Reports,
and locally generated reports from finance, human resources, and student information systems.
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
Proficiency
The percentage of students who are English language
learners. The percentage of families who speak
English as a second language.
Student Achievement
Possible Indicators
Academic Performance
FCAT and local tests; levels of proficiency attained
(AYP); progress on desired outcomes: results of
performance assessments or student portfolios,
examples of student work, classroom assessments
and grades.
Other Performance based
Data
Information from portfolios, exhibits, performance
assessments that describe student standards based
achievement.
4
Source: US Department of Education’s
Designing Schoolwide Programs Non-Regulatory Guidance
22
Student Achievement
Possible Indicators
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., SWDs, ELLs, migrant students, etc.).
Post Secondary
Number or percent of students attending and/or
completing post-secondary schools; number or
percent of students accepted into the armed forces.
Curriculum and Instruction
Possible Indicators
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 the Sunshine
State Standards.
Instructional Program
Instructional activities, programs or strategies used to
teach the Sunshine State Standards.
Instructional Materials
The amount and quality of instructional materials,
including textbooks, supplementary resources,
publication dates of the grade level-adopted texts; the
extent to which available materials are consistent
with the Sunshine State Standards.
Instructional Technology
The extent to which teachers use 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 SWDs.
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Support Personnel
Supplementary use of paraprofessionals and other
staff; available professional and paraprofessional
staff to assist students, particularly the lowest
achieving, to include SWDs and ELLs.
High-quality Professional Staff
Possible Indicators
Staff Preparation
Number of teachers, administrators, years of teaching
or administrative experience; types of certificates
held, other special skills or knowledge.
Staff Specialists and other
Support Staff
Number of content or program specialists such as
reading teachers, mathematics or science specialists,
counselors or psychologists, social workers, health
staff, etc.
Professional Development
The existence of district and 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
Involvement
Possible Indicators
Parental Involvement
Evidence of a parental involvement plan for
volunteering, home learning activities, program
review and development.
Communication with
Parents
Amount and frequency of information disseminated
to parents, and the quality of information
disseminated; use of multiple languages.
Parent Community Roles
Amount and frequency of opportunities for parent
and community involvement in decision making.
Parent Training
Types of training opportunities offered to parents;
parent workshop evaluations; evidence of teachers
trained in parental involvement.
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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, ELL status, 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
Organization
Possible Indicators
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
Quality of student-teacher interactions, student
attitudes toward school, teacher job satisfaction,
teacher expectations and beliefs about what students
can accomplish.
Coordination Plan
Description of the activities conducted to ensure that
students’ instructional day or program is coordinated
so that student learning is not fragmented.
Management and
Governance
Presence of engaged principals, teacher input into
decision making, the organization of teachers by
teams.
Student Discipline Policy
Clearly defined and articulated student management
and discipline policy, including policies that pertain
to SWDs
.
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APPENDIX V: SAMPLE DATA COLLECTION GUIDE FOR USE IN THE NEEDS
ASSESSMENT AND THE EVALUATION
5
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
currently available, then list any additional information needed. Each focus area should have
sufficient data to assist in making judgments about the status of each focus area.
Methods of
Data
Collection
Student
Achievement
Curriculum
and
Instruction
High quality
Professional
Development
Family and
Community
Involvement
School
Context and
Organization
Self
Assessment
Observations
Interviews
and/or Surveys
School Records
Group
Discussions
Evaluation/Data
Reports
Student Work
Other
Information
5
Source: US Department of Education’s
Designing Schoolwide Programs Non-Regulatory Guidance
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APPENDIX VI: CROSSWALK OF SCHOOLWIDE PLAN REQUIREMENTS
AND THE FLORIDA DEPARTMENT OF EDUCATION’S SCHOOL
IMPROVEMENT PLAN TEMPLATE FOR 2007-2008
SCHOOLWIDE PLAN REQUIREMENTS
(PL 107-110, Section 1114(b)(1)(A)-(J)
LOCATION IN THE SCHOOL
IMPROVEMENT PLAN
(A) Comprehensive Needs Assessment
Throughout (however, schools and LEAs
must include other sources of data in the
needs assessment, as illustrated in Question
C-3)
(B) Schoolwide Reform Strategies
Additional Requirements – Schoolwide
Improvement Model
(C) Instruction by Highly Qualified Teachers
Quality Staff and Goals Sections
(D) High Quality and Ongoing Professional
Development
Goals Section
(E) Strategies to Attract High Quality Highly
Qualified Teachers to High Need Schools
Quality Staff Section
(F) Increasing Parent Involvement
Parent Involvement Section
(G) Preschool Transition
Additional Requirements Section
(H) Measures to Include Teachers in Decision-
Making
School Advisory Council Section
(I) Effective, Timely Additional Assistance
Additional Requirements and Goals
Sections
(J) Coordination and Integration of Federal,
State, and Local Services and Programs
Must be included as an addendum to the
School Improvement Plan
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