Title I Schoolwide Planning and Implementation in Small
Rural Schools
Nancy Forseth
CESA 10
• 29 Districts• 156-10,730 Enrollment
• 25 Title I Districts
• 7 Elem TAS*• 5 MS TAS
• 19 Elem SW• 6 MS SW
*1 District in SW Planning Phase
Title I Schoolwide Planning
I. Lessons Learned
II. The Process
III. Metamorphosis
I. Lessons Learned
Plan for the right reasons. . . To improve curricular consistency To improve school communication and collaboration To increase meaningful family involvement To improve academic support for struggling students
To improve student achievement
I. Lessons Learned
Not for the wrong reasons. . . To purchase a computer lab To pay for a teacher To backtrack for programs/positions already
in place To buy a bus
I. Lessons Learned
Get the support of the district administrator and principal Leadership, leadership, leadership
I. Lessons Learned
Involve the right people Follow the Goldilocks Principle Include representatives from the entire staff Select teachers who are respected by their
peers, but offer the option to all Use wisdom to consider adding the
naysayers Personally invite parent representatives, but
offer the option to all
I. Lessons Learned
Clarify the roles and expectations for the Schoolwide Committee To conduct a comprehensive needs
assessment To develop and write the plan To monitor the implementation of the plan To conduct an annual evaluation of the plan
I. Lessons Learned
Communicate with the entire staff and parents every step of the process Provide an overview of SW planning and
implementation for the entire staff (PowerPoint) Identify a specific communication plan Answer questions Invite anyone to join the committee Communicate, communicate, communicate
I. Lessons Learned
Integrate Build on existing committee structures Build on existing school plans and initiatives Build on existing grants: 21st Century/REACh
I. Lessons Learned
Make it manageable Make it meaningful Make it measurable
Student achievement
should be the driver…
I. Lessons Learned Focus on student achievement
Do not divide the plan into sections to match the compliance requirements. Integrate the requirements into school goals.
Focus the plan on what actually needs to happen, not what is already occurring and can be identified to meet the requirements
I. Lessons Learned
Be patient The changing role of Title I teachers The changing role of classroom teachers
I. Lessons Learned
Benefits of SW Programs Flexibility and redesign of organizational
infrastructure Coordination, integration, and communication Accountability and continuous self-
assessment Support for ALL students
I. Lessons Learned
Turn and Talk
What existing committee structures, school plans, initiatives and/or grants are in place that you might build upon for schoolwide planning?
What barriers to the planning process do you anticipate?
II. The Process
Establish and orient the committee/team Who will be cracking the whip?
Develop a timeline (Handout) At the end of each meeting, set the next
date and agenda Divide assignments Keep on track
II. The Process
Conduct a Comprehensive Needs
Assessment Process: 8 Steps Develop and Write Plan Implement and Monitor Plan Evaluate Plan
II. The Process
Needs Assessment Step 1: Review Student Demographics Enrollment Attendance Truancy Mobility Suspensions/Expulsions SES ELL SPED Incidence # of Title I Students
II. The Process
Needs Assessment Step 2: Analyze Student Achievement Data Title I Needs Assessment Data WKCE Patterns and Trends School/Classroom Assessments (Local
Assessment Chart) Retention Rates SAGE Reports Other
II. The Process
Needs Assessment Step 2: Analyze Student Achievement Data Data table Graphic representation Observations, discussions, and documentation Hypotheses (Data Analysis HOPS)
(Judy Sargent, CESA 7
http://www.schoolimprovement.us/index.asp)
II. The Process
SAMPLE: NEEDS ASSESSMENT DATA District Grade Total # Total # Total # of Total # SPED % At-Risk School %
Level Students SPED Title I & Title I
School XYZ 0 49.40%K 18 2 15 17 94%1 19 3 7 10 53%2 27 8 4 12 44%3 20 7 5 12 60%4 30 5 6 11 37%5 26 10 3 13 50%6 28 8 0 8 29%
Needs Assessment Step 2: Analyze Student Achievement Data
Caution!!!!!!
DRIP,
DRIP,
DRIP!
II. The Process
Needs Assessment Step 3: Analyze Curriculum and Instructional Practices Teacher surveys Student surveys Parent surveys Administrative input
II. The Process
Needs Assessment Step 4: Analyze Professional Development Is there a school or district plan? If so, how is it structured? Is it systematic, ongoing, and reflective of research-
based practices? Is it connected to broader goals? Do teachers meet the ESEA high quality
requirements? Is PI-34 addressed?
II. The Process
Needs Assessment Step 5: Analyze School Context and Organization Class size School climate Positive behavior supports
• Referrals• Detentions
II. The Process
Needs Assessment Step 6: Analyze Family and Community Involvement Parent Surveys (Measuring Your Family-School-
Community Partnership)• Parenting• Communicating• Learning at Home• Volunteering• Governance and Decision-making• Community Outreach
Parent Focus Group Title I Local Annual Evaluation
II. The Process
Needs Assessment Step 7: Analyze Transition Issues Preschool to elementary Elementary to middle school Middle to high school
II. The Process
Needs Assessment Step 8: Identify Concerns
Code and categorize data analyses Identify other concerns. Is there data to
support? Prioritize concerns
Turn and Talk
What data do you have available in your school that you would use to conduct the comprehensive needs assessment?
What other data would you need to gather?
What questions do you have about the needs assessment process?
II. Process
Develop meaningful and measurable goals Transform “we will” statements into objectives Identify how objectives will be accomplished
Tasks Resources Timeline Who is responsible/Funding source Evidence for evaluation(Schoolwide Plan Checklist, Developing the Plan, Plan
Template)
Develop and Write the Plan
II. Process
Present draft of plan to entire staff and parents for discussion, input and feedback
Finalize the plan Celebrate a year of hard
work!!!
II. Process
Implement the Plan
Monitor the Plan Are we doing what we said we were going to
do? What adjustments do we need to make?
Continuous review and revision
II. The Process
Evaluate the Plan (Rubric)
What does the evidence tell us? How are we impacting student achievement? Are we meeting the schoolwide requirements? What do we need to change as a result of our
evaluation? How will we report the results of our evaluation
to parents and staff?
II. Process
Evaluate the Plan
Based on the results on the evaluation, revise the plan.
The Title I Schoolwide Plan should be a living document.
III. The Metamorphosis
A school focused on student achievement and success in the classroom
A school that systematically uses data to make instructional decisions
A school with an effective core program A school engaged in a continuous cycle
of improvement
Turn and Talk
What questions do you have about Title I Schoolwide Planning?
Resources• An Idea Book on Planning: Implementing Schoolwide Programs, Vol.1, and Profiles
of Successful Schoolwide Programs, Vol. 11. http://www.ed.gov/pubs/Idea_Planning/
• Title I Guidance for Schoolwide Programs http://dpi.wi.gov/titleone/t1guide/t1guide_17a.pdf
• Designing Schoolwide Programs Non-Regulatory Guidance, March 2006 www.ed.gov/policy/elsec/guid/designingswpguid.doc
• Title I Schoolwide Federal Guidance http://www.ed.gov/admins/lead/account/swp.html
• Thompson Publishing Group www.thompson.com
• Your Local CESA Title I State Support Network Contact (Handout)
CESA 10 Websitewww.cesa10.k12.wi.us
Under Services-Instructional Services: Every Child a Graduate Presentation 2011
Data Analysis HOPS Developing the SW Plan Family Checklist PowerPoint Schoolwide Rubric Data Analysis Chart SW Overview PowerPoint Planning Timeline Writing the Plan Title I State Support Network Members
