A Title I school participating in a schoolwide program may only use Title I funds to supplement the amount of funds that would, in the absence of funds under Title I, A, be made available from non-Federal sources for the school, including funds needed to provide services that are required by law for children with disabilities and English learners.
An eligible school operating a schoolwide program must develop a comprehensive plan that meets the requirements under the Every Student Succeeds Act.
A new schoolwide program must developed with the district over the course of the school year, unless the district determines, in consultation with the school, that less time is needed to develop and implement the schoolwide program. The plan should be coordinated and integrated with other Federal, State, and local services , resources and programs (Head Start, violence prevention, comprehensive support and improvement or targeted support and improvement activities).
A schoolwide plan must be developed with:
- The involvement of parents and other members of the community to be served
- With individuals who will carry out the plan, including teachers, principals, other school leaders, paraprofessionals present in the school,
- With administrators (including administrators of other Title programs)
- To the extent feasible, with tribes and tribal organizations present in the community
- If appropriate, specialized instructional support personnel.
- Secondary school students if the plan relates to a secondary school.
Length of Time the Plan is In Effect
A schoolwide plan remains in effect for the duration of the school’s participation under this ESSA, except that the plan and its implementation shall be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging State academic standards;
Availablility of the Schoolwide Plan
The schoolwide plan must be made available to the district, parents, and the public. The information contained in the plan must be in an understandable and uniform format (family friendly language) and, to the extent practicable, provided in a language that the parents can understand (translations provided as needed).
Development of the Schoolwide Plan
The plan must be based on a comprehensive needs assessment of the entire school. The comprehensive needs assessment must take into account information on the academic achievement of children in relation to the State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the State academic standards and any other factors as determined by the district.
- The schoolwide plan must include actionable strategies that the school will implement to address school needs, including a description of how the strategies will provide opportunities for all children, including each of the student groups to meet the State academic standards;
- The plan must include methods and instructional strategies that strengthen the academic program in the school,
- increase the amount and quality of learning time, and
- help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education
- address the needs of all children in the school, but particularly the needs of those at risk of not meeting the State academic standards, through activities which may include counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas;
- provide preparation for and awareness of opportunities for postsecondary education and the workforce (including career and technical education programs, access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment or early college high schools).
- provide for implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act.
- professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high need subjects
- include strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs
- use funds available from Title I to establish or enhance preschool programs for children who are under 6 years of age.