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Title I, Part A - Core Elements of a Schoolwide Program Merging Schoolwide and Indistar Action Plans

Purpose of this Document This document is to specifically guide Priority, Focus and Emerging schools in the coordination and merging of their Title I, Part A Schoolwide Plan and the Indistar Action Plan. This process may also be followed by any schools choosing to combine their schoolwide plan into Indistar. For Priority, Focus and Emerging schools, all ten (10) required components of the Title I Schoolwide Plan must be communicated within the Indistar Action Plan. This is accomplished by uploading evidence for each component to its corresponding folder in the “Document Upload” feature on the school’s Indistar dashboard.

Completion of the Title I Schoolwide Plan Required Components Checklist of Evidence/Actions is also required as part of communication of the Title I Schoolwide Plan. The web-based checklist is accessible under the “Complete Forms” tab on the school’s Indistar Dashboard. Submission Dates:

By Feb. 28th: At a minimum, ensure that Components 1,2,3,5,&10 (those listed in green on the Checklist form in Indistar) have been addressed, supplemental evidence has been uploaded, and the form has been submitted By May 30th: All remaining Components (those listed in blue on the Checklist form in Indistar) are to be addressed, with supplemental evidence uploaded and corresponding indicators planned for

Detailed instructions describing how to use the features in Indistar to complete this process are attached as an appendix. Overview of a Schoolwide Plan A Title I, Part A schoolwide program is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I, Part A school. The primary goal of the schoolwide program model is to ensure that all students, particularly those who are low-achieving, demonstrate proficient and advanced levels of achievement on State academic achievement standards. A Title I Schoolwide Program plan includes ten (10) required components. (ESEA Sec.1114(b)(1)(A-J)) (34 CFR 200.25) The required components are addressed through three (3) core elements of a schoolwide program:

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

Component 1: Comprehensive Needs Assessment 2. The school must develop a comprehensive plan that includes reform strategies that describe

how it will achieve the goals that have been identified from the results of a needs assessment.

Component 2: Schoolwide Reform Strategies

Component 3: Instruction by Highly Qualified Staff

Component 4: Professional Development

Component 5: Attract and Retain High-Quality, Highly Qualified Teachers

Component 6: Strategies to Increase Parent/Family Involvement

Component 7: Transition Plans for Preschools and Between Grade Levels

Component 8: Teachers included in Assessment Decisions

Component 9: Provide Assistance to Students Experiencing Difficulty

Component 10: Coordination and Integration of Federal, State and Local Services

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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’ goals and objectives were achieved. (Non-Regulatory Guidance Designing Schoolwide Programs, March 2006, Core Elements of a Schoolwide Program, pages 5-6) (34 CFR 200.26)

Core Element 1: Comprehensive Needs Assessment

The comprehensive needs assessment is the vehicle for clarifying the direction and the needs of the schoolwide program to improve student achievement. This assessment is based on data that should be disaggregated and cross-analyzed to identify the academic needs of educationally disadvantaged students. The four (4) areas of data include:

Student achievement,

Perception,

School programs and processes, and

Demographic. Directions:

All identified Priority, Focus, and Emerging schools are required to complete a needs assessment. Documentation and findings from the needs assessment process conducted by or for the school must be uploaded to the “Comprehensive Needs Assessment” folder using the “Document Upload” feature on the school’s Indistar dashboard.

Core Element 2: Comprehensive Plan

A comprehensive plan must include schoolwide reform strategies that create a systematic approach to provide additional tiered instruction and interventions to help low achieving students and the whole school population. Reform strategies should:

Address the academic needs of all children in the school, with an emphasis on low-achieving students and students who are most-at-risk of not meeting state learning standards.

Utilize scientifically-based research (SBR) that: o Strengthens the core academic program in the school. o Increases the amount and quality of learning time (appropriate achievement based

activities before school, after school, during the summer, during an extension of the school year and providing an enriched and accelerated curriculum).

o Includes strategies for meeting the educational needs of historically underserved- underperforming student populations.

Address how the school evaluates how the selected reform strategies have a positive impact on meeting student academic needs.

The plan must contain student achievement goals that are specific, measurable, attainable, time-bound, and focused on increasing achievement for all students in the school.

Schoolwide Components 2 through 10 must be included in the comprehensive plan. However, not all areas of the comprehensive plan have corresponding Principles/Indicators. Table 1, listed below, identifies Title I, Part A Schoolwide Components 4, 6, 7, 8 and 9 which have corresponding Principles/Indicators that are allowable under Title I, Part A. A minimum of one of the corresponding indicators for each schoolwide component must active in the comprehensive plan. Once an Indicator has been fully implemented and evidence has been provided, the team selects another Indicator within the corresponding Schoolwide Component so that there is an active corresponding Indicator in the school’s plan at all times. Indicators with an asterisk (*) are Office of Student and School Success “Expected” Indicators, and therefore must be given preference when selecting a corresponding indicator to include in the plan.

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Table 1. Schoolwide Components and Principles/Indicator Alignment

A minimum of one of the corresponding indicators for each schoolwide component must active in the school’s plan. Once an Indicator has been fully implemented and evidence has been provided, the team selects another Indicator within the corresponding Schoolwide Component so that there is an active corresponding Indicator in the school’s plan at all times. Indicators with an asterisk (*) are Office of Student and School Success “Expected” Indicators, and therefore must be given preference when selecting a corresponding indicator to include in the plan.

Submission Dates:

By Feb. 28th

: At a minimum, ensure that Components 1,2,3,5,&10 (those listed in green on the Checklist form in Indistar) have been addressed, supplemental evidence has been uploaded, and the form has been submitted By May 30

th: All remaining Components (those listed in blue on the Checklist form in Indistar) are to be addressed, with

supplemental evidence uploaded and corresponding indicators planned for and active in the school’s plan Detailed instructions describing how to use the features in Indistar to complete this process are attached as an appendix.

Schoolwide Component

Principles/Indicator

High Quality Professional Development (4)

P2-IF12 * The school provides all staff high quality, ongoing, job-embedded, and differentiated professional development

P2-IF14 * The school sets goals for professional development and monitors the extent to which it has changed practice

Parent Involvement (6) P4-IIIB06 All teachers systematically report to parents (families) the student’s mastery of specific standards-based objectives (in plain language that allows for understanding).

P7-IVA04 * The school’s Compact includes responsibilities (expectations) that communicate what parents (families) can do to support their students’ learning at home (curriculum of the home, with learning opportunities for families to develop their curriculum of the home).

P3-IVD02 The school provides opportunities for members of the school community to meet for purposes related to students' learning.

P7-IVA01 * Parent (Family) representatives advise the School Leadership Team on matters related to family-school relations.

Student Transitions (7) P5-IID07 The Leadership Team reviews student data to recommend appropriate support for each student’s transition from pre-K to Kindergarten, grade to grade, or school to school (e.g., elementary to middle level).

Measures to include teachers in decision making regarding the use of assessments (8)

P3-IVD05 * The school monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications.

P5-IID05 Yearly learning goals are set for the school by the Leadership Team, utilizing student learning data.

P4-IIA02 Units of instruction include standards-based objectives and criteria for mastery.

Effective Timely Assistance to Students (9)

P1-ID11 Teachers are organized into grade-level, grade-level cluster, or subject-area Instructional Teams.

P5-IID11 Instructional Teams review the results of unit pre-/post-tests to make decisions about the curriculum and instructional plans and to "red flag" students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives).

P4-IIIA07 * All teachers differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment.

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Directions: Supporting evidence for Schoolwide Components 2 through 10 must be included in the

comprehensive plan and have supporting documentation uploaded to the corresponding folder using

the “Document Upload” feature on the school’s Indistar dashboard.

1. Schoolwide Component 2: Schoolwide Reform Strategies, should describe the school’s multi-tiered intervention system approach to meet the additional instructional needs of struggling students. There are no corresponding Principles/Indicators for this component.

2. Schoolwide Components 3, 5, and 10 do not have corresponding Principles/Indicators and must be addressed as separate documents and then uploaded to the corresponding folder using the Indistar “Document Upload” feature on the school’s Indistar dashboard.

3. Schoolwide Component 10: Coordination and Integration of Federal, State and Local Services provides the authority to coordinate and combine funds within the schoolwide model. Allowable funding sources for inclusion in a schoolwide program include: Title I, Part A; Title II, Part A; basic education, local funding, levy; Title II, Carl Perkins and most federal Department of Education programs. Restricted funding sources include Migrant, Indian Education, LAP and federal Special Education. Programs that may not be included are; Highly Capable Program, State Transitional Bilingual, State Special Education. Included in this document, as Table 2, is a sample matrix of the required information. Table 3 is the required format and must be completed as Schoolwide Component 10 and then uploaded to the Component 10 folder using the Indistar “Document Upload” feature.

Core Element 3: Evaluation Title I, Part A requires that a school operating a schoolwide program annually evaluates the implementation of, and results achieved by, the schoolwide program. This evaluation must determine whether the schoolwide program was effective in increasing achievement of students in meeting the States’ academic standards, particularly those students who are low-achieving. The annual review includes determining the percentage of students who reach proficiency on the State’s annual assessments. The final review report should be clearly and concisely written and available to all stakeholders. The report should include background information, the evaluation questions, a description of the evaluation procedures, an explanation of how the data was analyzed, the degree of parent involvement, findings, and a conclusion with recommendations. This information must be uploaded to the “Ongoing Evaluation” folder using the “Document Upload” feature on the school’s Indistar dashboard.

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Component 10: Combining Funds in Schoolwide Programs

Directions:

1. Review Table 2 Sample Plan Illustrating How to Combine Funds in Schoolwide Plans to understand how a school might address Component 10 for Schoolwide Programs. Allowable funding sources for inclusion in a schoolwide program include: Title I, Part A; Title II, Part A; basic education, local funding, levy; Title II, Carl Perkins and most federal Department of Education programs. Restricted funding sources include Migrant, Indian Education, LAP and federal Special Education.

2. Complete Table 3 for your school and upload to the Component 10 folder using the “Document Upload” feature on the Indistar dashboard . If needed, insert additional rows to identify all resources.

Table 2. Sample Plan Illustrating How to Combine Funds in Schoolwide Plans (Component 10)

Program Amount

Available How the Intents and Purposes of the Program will be Met

Basic

Education

and Local

Levy

$1,719,026

To provide all students with instruction aligned to grade level specific state standards including differentiation and enrichment services as needed.

Basic education funds are combined to support the activities listed above. Examples include: classroom teachers, textbooks, supplemental materials, supplies, equipment, technology, staff development, and substitutes.

Title I,

Part A

$269,477

To help students at the greatest risk of not meeting state standards in reading, language arts, math, and science in grades Kindergarten through 12. Funds may also be used for preschool programs.

Title II,

Part A $33,118

To increase the academic achievement of all students by helping schools and school districts improve teacher and principal quality and to ensure that all teachers are highly qualified.

Title III $17,855

To ensure that limited English proficient (LEP) students, including immigrant children and youth, develop English proficiency and meet the same academic content and academic achievement standards that other children are expected to meet.

Funds are used to implement language instruction education programs designed to help LEP students achieve these standards.

Total $2,039,476

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Table 3. Combining Funds to Support Our Schoolwide Program (Component 10)

Program

Amount

Available

How the Intents and Purposes of the Program will be Met

Title I, Part A

Basic Education

Local Levy

Title II, Part A

Title III

Total

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How to filter out the 13 Title I Schoolwide Plan Component Indicators

1.Click on the Assess button on the School Main page.

2. Click the dropdown arrow in the “Apply Indicator Filter” box and select “Title I Schoolwide Component

Indicators”. Then click the Click the “Display all Indicators” button to pull up all indicators associated to this

filter.

3. Note that Tab 2 “Indicators to Assess” will open with a list of all of the “Title I Schoolwide Component

Indicators” that have yet to be assessed by the leadership team. Click on an indicator to assess it. Note that the

prefix to the indicator code (i.e. P1, P4, P7) in the “Code” column indicates the Turnaround Principle to which the Expected

Indicator is associated.

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4. If you click on Tab 3 “Indicators Assessed”, the tool will pull up any/all of the “Title I Schoolwide Component

Indicators” that the leadership team has already assessed. Note: any indicators shown in red have either been marked

as No Development/Not in Plan or Fully Implemented and are therefore not included in your plan; click on the indicator to

re-assess it. Indicators in blue are currently included in your plan; if an objective has already been written for the indicator,

the tool precludes you from modifying the “level of development or implementation”, but your team is able to modify the

Priority Score, the Opportunity Score, as well as the description for the current level of development/implementation.

How to access and utilize the “Title I Schoolwide Plan Required Components Checklist

of Evidence/Actions” webform

1. On the dashboard, click on the “Complete Forms” tab.

2. Click on the “Title I Schoolwide Plan Required Components Checklist of Evidence/Actions” to open the

webform:

3. Fill out the form, marking the applicable box(es) to indicate the evidence the school has uploaded to the

applicable folder in the “Document Upload” feature on the dashboard for each Component. For Components

4,6,7,8 &9, be certain to check the indicator(s) you’ve included in your comprehensive plan as part of your

schoolwide reform strategies.

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NOTE: At a minimum, ensure that Components 1,2,3,5,&10 (those listed in green on the form) have

been addressed, supplemental evidence has been uploaded, and the form has been submitted by

Feb 28th.

All remaining components (those listed in blue on the form) are to be addressed (with supplemental

evidence uploaded and corresponding indicators planned for and active in the school’s plan) by May

30th.

4. At the bottom of the form, click “Save” to save your work. Click “Save and Preview” to generate a PDF of the

form and all of the work completed to date.

How to access and utilize the “Document Upload” feature to submit evidence

1. On the dashboard, click on the “Document Upload” icon.

2. You will see a list of folders which include a folder for each Title I Schoolwide Plan Component.

To upload a document to a folder, you must first click the “Upload a New File” button at the top of the screen.

3. To upload a file, click the “Browse” button to find the document on your computer. Enter a title in the

“Title” field”. Using the “Select Folder” dropdown box to select the folder in which you want to place the

document. Enter a brief description in the “Description” box, place your name in the “Uploaded By” field, click

the “Upload” button.

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How to submit the “Title I Schoolwide Plan Required Components Checklist of

Evidence/Actions” webform

1. On the Indistar dashboard, click on the “Submit Forms/Reports” tab.

2. As shown below, the third column over will show a “Submit” button next to the current submission period.

(This PDF is a snapshot of all of the work you team has completed in the tool to date.) Your report has now been

submitted.

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OSPI Contact Information for support and assistance:

Schoolwide Plan Content:

Larry Fazzari, Title I/LAP Program Supervisor

larry.fazzari@k12.wa.us PH: (360) 725-6189

Mary Jo Johnson, Title I/LAP Program Supervisor

maryjo.johnson@k12.wa.us PH: (360) 725-6103

Fiscal:

Student and School Success:

Tisha Hansen, Resource Program Specialist

tisha.hansen@k12.wa.us PH: (360) 725-6424

Title I/LAP:

Bill Paulson, Title I/LAP Program Supervisor

bill.paulson@k12.wa.us PH: (360) 725-6104

Indistar technical assistance:

Nate Marciochi, Information Technology Specialist

nate.marciochi@k12.wa.us OR indistar@k12.wa.us PH: 360-725-6319