Title I, Part A
Developing Academic Based Accountability
School Reform: The Schoolwide Model
Principal Workshop
Larry Fazzari, Title I/LAP Program
Supervisor
Petrea Stoddard, Title I/LAP Program
Supervisor
Highly effective principals have strong
communication skills, high levels of knowledge
about teaching and learning, and the ability to
provide instructional leadership.
Ten Traits of Highly Effective Principals
A highly effective principal is:
1. A communicator-listen, empathize, and
connect
2. An educator-with a depth of knowledge;
motivates intellectual growth
3. An envisioner-focused on the vision of what
schools can be
4. A facilitator-building strong relationships
5. A change master-flexible, futuristic, and
realistic, and can motivate change
6. A culture builder-communicating and
modeling a strong, viable vision
7. An activator-with motivation, energy, and
enthusiasm to spare
8. A producer-building intellectual development
and academic achievement
9. A character builder-whose values are
trustworthiness, respect, and integrity
10. A contributor-whose priority is making
contributions to the success of others
Ten Traits of Highly Effective Principals
From Good to Great Performance
By Elaine K. McEwan
In successful schools there is a strong instructional
leadership from the principal.
Successful school have made second order changes,
adopted a new set of ideas about school functioning
and found new ways of organizing and running the
school collaboratively. These new ideas have then
directed how adults in the school function, how the
curriculum is organized and implemented, and what is
to go on in the classrooms.
An Overview of Research
“Decade of Reform” (Fouts, 2003)
It has been said that if you want to change the
world, start by looking in the mirror. Given the
strong correlation that we have found between
leadership and student achievement, the same
notion may apply to leaders who want to change
their schools. Our research on school
leadership, with its quantitative data defining
the traits of effective leaders, may be just the
mirror that leaders need.”
Leadership That Sparks Learning
J. Timothy Waters, Robert Marzano and Brian McNulty
Educational Leadership-April 2004-Volume 61
Leading Through Tough Times
Developing Achievement Based Accountability:
The Schoolwide Model
Providing the Tools For Change
Schoolwide programs are unique because they
allow schools to blend many of their federal,
state, and local funds when planning their school
program and budget. Consolidated funds can be
used to fund the entire school program.
All students are eligible to participate in the
schoolwide program.
Under federal law, only Title I, Part A schools
having at least 40 percent of students living in
poverty may qualify to operate as a Schoolwide
program.
The primary goal of the Schoolwide program is
to ensure all students, particularly those who are
low-achieving, demonstrate proficient and
advanced levels in the state academic
achievement standards.
The improved achievement is to result from
improving the entire educational program of the
school.
Ten Required Components of the Schoolwide
Program Plan
There are ten federally required components that
must be included in the Schoolwide plan.
Component One: The Comprehensive Needs
Assessment
A school operating a Schoolwide program must
conduct a comprehensive needs assessment that
identifies the school’s strengths and challenges
in key areas that affect student achievement.
Component Two: Schoolwide Reform Strategies
The Schoolwide plan must incorporate reform
strategies that give students the opportunity the
meet the state’s academic achievement
standards.
To strengthen the core academic program,
Schoolwide reform strategies must be based on
scientifically based research.
Component Three: Instruction by Highly Qualified
Teachers
Instruction by highly qualified teachers must be
provided to all students.
Component Four: Professional Development
High quality and ongoing professional
development must be provided for teachers,
principals, and paraprofessionals, and if
appropriate, pupil services personnel, parents,
and other staff to enable all children to meet the
state academic standards.
Component Five: Attracting High-Quality
Teachers
The Schoolwide plan must include strategies to
attract highly qualified teachers to high need
schools.
Component Six: Parent Involvement
The Schoolwide program must include a plan to
increase parental involvement at the school and
may include family literacy service.
Component Seven: Transition
The schoolwide plan must address the transition
of preschoolers from early childhood programs
to local elementary school programs.
Component Eight: Teacher Decision Making
The Schoolwide plan must include teachers in
decision making about assessments.
Component Nine: Assistance to Student
Experiencing Difficulty
The Schoolwide plan must include activities to
ensure that students who have had difficulty
mastering the proficient and advanced levels of
academic standards receive effective, timely
supplemental assistance.
Component Ten: Coordination and Integration
Schoolwide schools should coordinate and
integrate federal, state, and local services and
programs.
Additional Requirement:
The Schoolwide plan must include an evaluation
design that determines the plan’s effectiveness
in meeting its goals and objectives.
The Schoolwide plan must include a list of the
federal, state, and local funds being combined.
Scientifically-based research must be utilized
when planning the Schoolwide program
School Improvement
Title I, Part A,
Schoolwide Plan
School
Improvement Plan
Nine
Characteristics
of High Performing Schools
Nine Characteristics of High Performing Schools
Clear and shared focus
High standards and expectation for all students
Effective leadership
High levels of communication and collaboration
Alignment of curriculum, instruction, and assessment
with standards
Frequent monitoring of teaching and learning
Focused professional development
Supportive learning environment
High levels of parent and community involvement
School Improvement Planning Process Stages
Assessing Readiness to Benefit
Collect, Sort and Select Data
Build and Analyze District Portfolio
Set and Prioritize Improvement Goals
Research and Select Effective Practices
Create Action Plans
Implement and Monitor Plan
Evaluate Impact on Student Achievement
Three Basic Stages for Development or Revision of
Schoolwide Plan
Step 3: Revise
Step 2: Create
Step 1: Conduct
Step 3: Conduct an annual
review of the effectiveness of
the Schoolwide program and
revise plan if necessary
Step 2: Create a
comprehensive plan
Step 1: Conduct a
comprehensive needs
assessment
Step 1: Conducting A Comprehensive Needs
Assessment
Step I: Establish
a Schoolwide
Planning Team
Step 2: Clarify
the Vision for
Reform
Step 4:
Identifying Data
Sources
Step 3: Creating
the School
Profile
Step 5: Analyze
Data
Step 2: Creating A Comprehensive Plan
Schoolwide Reform
Strategies
Instruction by Highly
Qualified teachers
Professional
Development
Activities
Strategies to Attracthigh quality highly
qualified teachers
Strategies to Increase
Parent Involvement
Transition Between
Preschool and
Between Grades
Including Teachers in
Assessment Decisions
Strategies For
Additional Assistance
For Students
Experiencing
Difficulties
Coordination and
integration of
Federal, State, and
local services
Creating The Comprehensive Plan
Identify
Priorities and
Effective
Strategies
Setting
Measurable
Goals
Writing the
Plan
Step 3: Conduct Annual Review
The evaluation must determine whether the Schoolwide
program was effective in increasing achievement of students
in meeting the State’ academic standards, particularly those
students who had been furthest from achieving standards.
The school must revise its plan as necessary, based on the
results of the evaluation to ensure the continuous
improvement of student achievement.
The Evaluation and Review Process: Reporting
Step 4: Collection
of data
Step 3:
Identification of
data collection
instruments
Step 2:
Identification of
issues and
development of
review questions
Step 1:
Identification
of purpose
and intended
audiences
Step 5: Analysis
and interpretation
of results
The Results and Review of the Annual Plan
The results of the annual review
should not be perceived as a sign
that the school should start over
with a new plan
Instead, the school should revise
its existing plan to incorporate
the revisions and reflect a
revitalization of the school’s
commitment to implementing a
Schoolwide program that helps
all students achieve at high
levels.
Questions to Consider for Achievement Based
Accountability
What is the vision for student learning at the
district and school level?
What is our purpose here?
What are our expectations for students?
What do we see as the range of interventions
needed to support and address barriers to
student achievement?
How are we committed to continuous
improvement?
Reflective Quotations for Developing Academic
Based Accountability
“Even if you’re on the right track, you’ll get run
over if you just sit there.”
Will Rogers
“The time is always right to do what is right.”
Dr. Martin Luther King
“A mind stretched to a new idea, never goes back
to its original dimensions.”
Oliver Wendell Holmes
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Title I Part A Developing Academic Based Accountability School