Title I Schoolwide Plan “Look Fors”
Based on MDE Schoolwide Plan Rubric
SCHOOL:
______ ____________________________DATE:________________
DISTRICT/PSA:
__________________________________GRADE SPAN: __________________
REVIEWER:________________________________________________
Component
Index of 10
Components
#1 Comprehensive
Needs Assessment
LOOK Fors
The plan must contain an index of page numbers that locates the 10 required SW components.
• Check for accuracy and locations of the 10 Required Components.
The school must document in the plan how it conducted the needs assessment, the results it obtained, and
the conclusions it drew from those results. These are the basis for the AdvancEd goal “gaps” and “causes”.
Process
#1
Comprehensive
Needs Assessment
student achievement data
• multiple types
• specific skill areas/GLCE’s or HSCE’s of concern?
• measuring all 4 content areas—when and if appropriate—feeder school info is especially important
• Are they achieving AYP? If not, what subgroups, content areas, etc. are the issue?
Data Examined
school
•
•
•
program/process data
Ed YES!/MI SAAS 40 or 90 “indicators” OR the NCA Self Assessment options are the MINIMUM.
Other program reviews, inventories, audits, descriptions are helpful.
Program offerings and a discussion of policies/procedures are good additions.
Includes information
from all FOUR
measures of data
perceptions data (must include teachers and parents)
• MUST discuss what was revealed, not just a statement that perceptions were gathered.
• Look for something widespread—not just a handful of people responding.
demographic data
• The student body should be described by the classic categories (Ethnic groups, Economically
Disadvantaged, Limited English, Migrant, and Students with Disabilities) Gender can be an academic
issue and could be reflected in the achievement as a subgroup.
• Staff demographics is probably covered under “Highly Qualified” sections, but could be repeated here.
#1
Comprehensive
Needs Assessment
GOALS alignment
Goals are connected to priority needs, the needs assessment, and portray a clear and detailed analysis of
multiple types of data (the 4 types of data). Goal is required for any content area NOT achieving AYP.
Prepared by Sybil P. Lenzi, Consultant/Facilitator
Lenzi Educational Services, Inc. 2010-11
Component
LOOK Fors
Do the goals match up with the conclusions outlined ???
#1 Comprehensive
Needs Assessment
GOALS & Student
Focus
#2
Schoolwide Reform
Strategies
General
#2
Schoolwide Reform
Strategies
The goals sufficiently address the needs of the whole school population, and special recognition is paid to
meeting the needs of children who are disadvantaged.
• While goals are written to address ALL students, is it clear that subgroup issues/gaps are being
identified?
• Look to objectives and/or strategies to see if subgroup gaps are being addressed.
Strategies are described in sufficient detail and are focused on helping ALL students reach the state’s
standards.
• WHO is doing WHAT to/for/with students in order to have WHAT happen?
Strategies increase the quality and quantity of instruction, using research-based methods and strategies.
• Are they getting MORE and different?
• Implementing the required district curriculum and using the textbook is NOT more and different.
Quality & Quantity
#2
Schoolwide Reform
Strategies
RESEARCH BASED
#2
Schoolwide Reform
Strategies
Transition from
Targeted to
Schoolwide
#2
Schoolwide Reform
Strategies
Subgroups & ALL
Research-based reform strategies are aligned with the findings of the needs assessment.
CHECK for research citations for these strategies…
• Are the strategies aligned (based on the causes for gaps or the findings in the needs assessment)?
• Do the research citations make sense for the strategies listed?
• NO websites! NO Textbooks! We’re looking for a REAL report, book, study, article, etc.
• Are the research citations at least as good as a middle school’s term paper (author, title, date)??
Provides an enriched and accelerated curriculum for select students with plans in place to move toward all
students.
CHECK for the description of the “overarching” reform that moves the school from TA programming into a
whole school reform/change in services. This is covered in the beginning with School Reform Strategies.
Addresses the needs of all children in the school, but particularly the needs of students of target populations
participating in the schoolwide program and moving toward meeting the needs of students representing all
major subgroups participating in the schoolwide program.
• There need to be interventions/strategies for ALL students AND…
• There need to be interventions/strategies for any “TARGETED” subgroup—especially if that subgroup is
the cause for not achieving AYP or demonstrates an achievement gap in the Needs Assessment.
Prepared by Sybil P. Lenzi, Consultant/Facilitator
Lenzi Educational Services, Inc. 2010-11
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Component
students
#2
Schoolwide Reform
Strategies
Monitoring
Progress
#2
Schoolwide Reform
Strategies
Inclusion of PA 25
components
#3
Instruction by
Highly Qualified
Professional Staff
LOOK Fors
•
Briefly addresses how the school will determine if these needs are met.
• Check OBJECTIVES for measurable target (WHAT will happen to WHOM by WHEN as measured by
WHAT)
• Check the Goals sections for the statement of HOW the school will measure progress on the goal.
• NOTE: Current SIP in AdvancEd does not have section on evaluation of strategies WITH the strategies.
• Activities supporting the strategy may have information on monitoring or evaluating the strategy.
The school clearly explains how its schoolwide plan is aligned to its State improvement plan (PA 25 S.C.
380.1277) and NCA/AdvancEd plan (if applicable);
or
The schoolwide plan appears to coordinate with State (PA 25 S.C. 380.1277) and local plan requirements.
NOTE:
• Current AdvancEd SIP template is what the State provides to capture the PA 25 requirements. If this
is submitted/completed, we consider PA 25 to be addressed.
• If the SIP is not complete, or submitted, we comment on it; but, it does NOT cause this section to be
“Requirements Not Met”.
The plan provides an assurance statement that all instructional paraprofessionals meet the NCLB
requirements for instructional paraprofessionals.
•
(Instructional
Paraprofessionals)
#3
Instruction by
Highly Qualified
Professional Staff
(Teachers)
What is covered under “Timely Additional Assistance” is likely to be addressed here.
If the school does NOT address this, ASK for clarification (Did they leave off this information or do
they NOT employ any instructional para-pros?)
The plan provides an assurance statement that all teachers are highly qualified.
•
“ALL” means all.
If they say anything about staff who are not yet HQ, this MUST be noted.
Prepared by Sybil P. Lenzi, Consultant/Facilitator
Lenzi Educational Services, Inc. 2010-11
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Component
LOOK Fors
#4
Strategies to Attract
High-Quality Highly
Qualified Teachers to
High Need Schools
Turnover of
Teachers
#4
Strategies to Attract
High-Quality Highly
Qualified Teachers to
High Need Schools
Experience
The school has identified the teacher-turnover rate.
• School might have high turnover due to building closures or layoff. If so, the staff might be
“different”, but could all be HQ. See next point below.
• The issue is: Are they having difficulty keeping Highly Qualified teachers in their classrooms?
• There is no “formula” that is required or recommended to determine “turnover”.
The school has identified the experience level of key teaching and learning personnel.
• This should be broken down in YEARS of teaching experience.
• Names of staff should NOT be listed
• It can be broken down by “groups” of experience ( 0-5 years, 6-10 years, 11-20 years, etc)
• An “average” is NOT descriptive enough.
NOTE: It is helpful, but NOT required, for the school to indicate the total number of instructional staff.
#4
Strategies to Attract
High-Quality Highly
Qualified Teachers to
High Need Schools
District and School
Initiatives
#4
Strategies to Attract
High-Quality Highly
Qualified Teachers to
High Need Schools
If needed:
Lower High
Turnover
The school lists specific initiative(s), at the district and school level, to attract and keep high quality teachers
regardless of the turnover rate.
• What does the district do to ensure HQ staff are working in the Title I schools?
• What does the school do to KEEP HQ staff working in their school?
• What are the “positives” that would cause an HQ teacher to want to remain in the district or school?
If there is a high turnover rate, the school has described some initiatives it has implemented to try and lower
the rate.
• This does NOT apply to a school that has a high turnover rate due to building closures or lay-offs.
They could have no trouble filling vacancies with HQ staff who have been laid off.
•
This applies to a school that can not RETAIN Highly Qualified staff and has to resort to hiring NON-HQ
staff to fill vacancies.
Prepared by Sybil P. Lenzi, Consultant/Facilitator
Lenzi Educational Services, Inc. 2010-11
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Component
LOOK Fors
Sustained &
Aligned
Staff receives ongoing and sustained professional development that is aligned with the comprehensive needs
assessment and with the goals of the school improvement plan.
• In the AdvancEd template, the Professional Development will be outlined under “Activities” supporting
the Strategies/Objectives for each goal.
• Timelines for the P.D. will be found under Activities in the AdvancEd goals.
• Note if the P.D. appears to be “one shot” workshops VS longer-term initiatives or programs that will
have an ongoing or sustained effect.
• Does it align with the “causes” outlined in the Goals section of the SIP?
#5
High-quality and
Ongoing
Professional
Development
Specific professional development is articulated within the plan.
• Check in the Activities of the AdvancED goals/objectives/strategies/activities sections.
• Check in the SIP “Conclusions” section as well.
#5
High-quality and
Ongoing
Professional
Development
#6
Strategies to
Increase Parental
Involvement
Parent Role in
Design and
Evaluation
#6
Strategies to
Increase Parental
Involvement
School Level Policy
Parents were clearly involved in the design, implementation, and evaluation of the schoolwide plan.
• Look beyond this section—are parents included in stakeholder groups, perception data, etc?
• Are parents involved in the evaluation section?
• Are there opportunities identified for parents to have input in the plan and Title I program?
The plan includes an assurance that a school-level parent involvement policy exists meeting NCLB
requirements of Section 1118. The policy is attached to this plan.
• This MUST be a school level “policy”…NOT district or Board policy. Exception could be charter schools
that operate as a district AND school.
• The school level policy could be called something other than “policy”—perhaps it is called their “plan”.
• The school level policy must address ALL the Section 1118 required activities for a SCHOOL (refer to
Parent Involvement Checklist for details).
• This is a document that is shared with parents, so it is a separate document.
Prepared by Sybil P. Lenzi, Consultant/Facilitator
Lenzi Educational Services, Inc. 2010-11
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Component
#6
Strategies to
Increase Parental
Involvement
Section 1118
requirements
LOOK Fors
Activities outlined in section 1118 (e)(1) through (5) and (14) and section 1118 (f) must be clearly included
in the plan.
• Check the Legislative Citation of the rubric (page 10) for these activities—A MUST:
(e) (1) Assist parents in understanding the State’s content standards and assessments and how to monitor their child’s progress.
(2) Provide materials and training to help parents work with their children.
(3) Train staff to build effective parent involvement.
(4) Collaborate with other programs to coordinate parent involvement.
(5) Provide information in a format and language that parents can understand.
(14) Provide other reasonable support for parent involvement as parents may request.
(f) Provide full opportunities for participation of parents with Limited English Proficiency or with disabilities and for parents of
migratory children.
•
The inclusion of ANNUAL Title I meeting AND development of the Policy and compact are other items
that should be included. SEE the Parent Involvement Policy Checklist or the section 1118 excerpt at
the end of the Rubric –Section 1118 (b) through (f).
#6
Strategies to
Increase Parental
Involvement
The schoolwide plan describes how it plans to evaluate the parent involvement (PI) component of the
schoolwide plan.
Evaluate PI
#6
Strategies to
Increase Parental
Involvement
The school explains how the results of the evaluation will be used to improve the schoolwide program.
Improve SW Program
#6
Strategies to
Increase Parental
Involvement
Compact
Development
The plan includes the description of the development of the school-parent compact which addresses all
parents, students and teachers; and describes a true partnership for learning between the home and school.
•
•
•
Parents AND Staff worked together to create that compact that outlines the responsibilities of parents,
staff and students to ensure academic achievement.
Note the wording…does it “sound” like parents had a hand in this?
Used with ALL parents as this is a Schoolwide program.
Prepared by Sybil P. Lenzi, Consultant/Facilitator
Lenzi Educational Services, Inc. 2010-11
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Component
#6
Strategies to
Increase Parental
Involvement
Compact and Elem
Schools
#6
Strategies to
Increase Parental
Involvement
Attachment
#6
Strategies to
Increase Parental
Involvement
Individual
Assessment Results
LOOK Fors
The compact is used annually at elementary level parent teacher conferences.
Middle and High Schools can share the compact under other circumstances, but there needs to be a “personal
contact” made with its use. Just sending it home is NOT the intent of this legislation.
The school-parent compact is attached.
• Watch for the name of the School on the compact
• Keep in mind that signatures are NOT required.
• Outlines responsibilities of Staff, Parents and Students (all 3).
The plan meets comprehensive plan requirement #4:
Describes how the school will provide individual student academic assessment results in a language the
parents can understand, including an interpretation of those results, to the parent of a child who
participates in the academic assessments required by Section 1111(b)(3).
• Not just Limited English, but also “user friendly” or illiterate or Braille
• Referring to State Assessments and standards (MEAP, GLCE’s, MME, HSCE’s)
#7
Preschool
Transition
Strategies
The school has a plan for connecting with preschool age children that involves more than a once a
year visitation to the kindergarten classroom.
OR
The school serves only middle school or high school grades and does not need to address preschool
transitioning.
#7
Preschool
Transition
Strategies
(if applicable based
on answer above)
The preschool transitioning program includes providing training to preschool parents AND/OR
preschool teachers on the skills these students will need when they enter kindergarten.
#8
Teacher Participation in
Making Assessment
Decisions
USE of assessments
The plan provides an assurance that teachers have input into the decisions regarding the use of schoolbased academic assessments.
• Look for teacher ability to USE of assessment results to communicate, adjust teaching, recommend
students for interventions, etc.
Prepared by Sybil P. Lenzi, Consultant/Facilitator
Lenzi Educational Services, Inc. 2010-11
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Component
#8
Teacher Participation in
Making Assessment
Decisions
Data Analysis
#9
Timely and Additional
Assistance to Students
Having Difficulty
Mastering the Standards
Identification
#9
Timely and Additional
Assistance to Students
Having Difficulty
Mastering the Standards
Interventions or
Assistance Provided
#9
Timely and Additional
Assistance to
Students Having
Difficulty Mastering
the Standards
Differentiated
Instruction
#10
Coordination and
Integration of Federal,
State and Local
Programs and
Resources
LOOK Fors
The plan provides an assurance that teachers are involved in student achievement data analysis to improve
the academic achievement of all students.
• This could be a repeat of what was discussed in the Needs Assessment.
• Look for committees, grade level meetings, etc. that provide staff with data analysis time…or training
in data analysis.
The school has a process in place to identify students experiencing difficulty mastering the State’s academic
achievement assessment standards at an advanced or proficient level.
• Check for differences based on grade span and /or content area.
• Is it clear that there is a process to identify students for interventions—criteria for selection.
• The interventions do NOT necessarily all get supported by Title I.
• Check for identification in ALL 4 content areas (note the connection to Needs Assessment).
Timely, effective, additional assistance is provided to assist students experiencing difficulty mastering the
State’s academic achievement assessment standards at an advanced or proficient level.
• Check for differences based on grade span and /or content area.
• The interventions do NOT necessarily all get supported by Title I.
• Check for assistance in ALL 4 content areas (note the connection to Needs Assessment).
• These interventions should also appear as either Strategies or Activities under the goals.
Differentiated instruction is articulated in the plan. It is clear that students’ individual needs are being
addressed in the classroom.
• Is it clear that regular, classroom teachers are addressing the different needs of their students in their
classroom as the first level of assistance.
• Look for a description of differences in instructional delivery, materials used, classroom environment
or how organized, grouping of students, variety of ways students demonstrate learning as examples of
differentiating in the classroom.
All programs and resources are coordinated and integrated toward the achievement of the schoolwide goals.
• The description of the resources illustrates how the school uses these resources to promote or
implement school improvement.
• Also check the “fiscal resources” listed under Activities in the goals portion of the AdvancEd School
Improvement plan.
COORDINATION
Prepared by Sybil P. Lenzi, Consultant/Facilitator
Lenzi Educational Services, Inc. 2010-11
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Component
LOOK Fors
#10
Coordination and
Integration of Federal,
State and Local
Programs and
Resources
The plan meets comprehensive plan requirement #2:
Describes how the school will use resources under this part and from other sources to implement those
components.
• This refers to the way in which the resources listed support any or all of the 10 SW components.
Schoolwide Components
#10
Coordination and
Integration of Federal,
State and Local
Programs and
Resources
List of Resources
#10
Coordination and
Integration of
Federal, State and
Local Programs and
Resources
Specific Federal
programs included
Evaluation of
Schoolwide Plan
The plan meets comprehensive plan requirement #3:
Includes a list of State educational agency and local educational agency programs and other Federal programs
under subsection (a)(3) that will be consolidated in the Schoolwide program.
• A listing of Federal, State and local resources (grants, funding, programs, volunteers, materials) that
the school has available is provided.
• This list should correspond with the 2 previous issues in this component (coordination/support of School
Improvement and support of Schoolwide Components).
• These resources should be repeated even if they have been cited in other parts of the plan.
The plan coordinates and integrates the following Federal, State and local programs and services in a manner
applicable to the grade level: violence prevention programs, nutrition programs, housing programs, Head Start,
adult education, vocational and technical education, and job training.
• The school must include the types of programs identified above, IF APPLICABLE.
• Not all schools receive support in the areas identified above.
• Certainly nutrition programs are present in all these schools (Free or Reduced lunch, breakfast
programs, etc).
• Head Start or GRSP (Great Start Readiness Program) is often cited in the Preschool Transitions section.
• These resources should be repeated even if they have been cited in other parts of the plan.
A school operating a schoolwide program must –
(1) Annually evaluate the implementation of, and results achieved by, the schoolwide *program, using
data from the State’s annual assessments and other indicators of academic achievement;
(2) Determine whether the schoolwide*program has been effective in increasing the achievement of
students who had been furthest from achieving the standards; and
(3) Revise the PLAN, as necessary, based on the results of the evaluation, to ensure continuous
improvement of students in the schoolwide *program.
[Section 200.26(c) of the Title I Final Regulation]
*NOTE THE term “PROGRAM” here vs PLAN.
The plan provides an evaluation process for meeting this regulation.
Prepared by Sybil P. Lenzi, Consultant/Facilitator
Lenzi Educational Services, Inc. 2010-11
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