ESEA Title I, Part A, Schoolwide ProgramsConsolidated Application Elementary and Secondary Education Act (ESEA) Title I, Part A, Schoolwide Programs legal assurances for fiscal year 2013-14.
- Each school participating in the schoolwide program services an eligible school attendance area in which not less than 40 percent of the children are low-income families. (20 United States Code (USC) §6314 (a)(1); Public Law (PL) 107-110, §1114(a)(1))
- Each participating school has received high quality technical assistance and support from providers of assistance such as comprehensive technical center, regional laboratories, institutions of higher education, educational service agencies, or other local consortia. (20 USC §6314(b); PL 107-110, §1114(b))
- Participating schools use funds only to supplement the amount of funds that would, in the absence of funds under this part, be made available from non-Federal sources for the school. (20 USC §6314(a)(2)(B); PL 107-110, §1114(a)(2)(B))
- Each schoolwide program includes the following components:
- A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in Section1309(2)) that is based on information that includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in Section 1111(b)(1).
- Schoolwide reform strategies that –
- provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D);
- use effective methods instructional strategies that are based on scientifically based research, that:
- strengthen the core academic program in the school;
- increase the amount and quality of learning time, such as providing an extended school year and before- and after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum; and
- include strategies for meeting the educational needs of historically underserved populations;
- include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic achievement standards who are members of the target population of any program that is included in the schoolwide program, which may include counseling, pupil services, and mentoring services; college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and the integration of vocational and technical education programs; and address how the school will determine if such needs have been met; and are consistent with, and are designed to implement, the State and local improvement plans, if any.
- Instruction by highly qualified teachers.
- In accordance with Section 1119 and subsection (a)(4), high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State’s student academic achievement standards.
- Strategies to attract high quality teachers to high-need schools.
- Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services.
- Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-run preschool program, to local elementary school programs.
- Measures to include teachers in the decisions regarding the use of academic assessments described in Section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.
- Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by Section 1111(b)(1) shall be provided with effective, timely additional assistance which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.
- Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.
- A participating school in consultation with the local educational agency and its technical assistance provider shall develop a comprehensive plan for reforming the total instructional program in the school.
- The school maintains a schoolwide process of developing improvement plans that are broadly reflective of the socio-economic composition of the school attendance area, principals, teachers, other school personnel, parents, and members of the community in the development of school improvement plans (including taking into account the needs of migratory children as defined in section 1909(2)). The school plan describes improvement efforts related to instruction, auxiliary services, school environment, and organization. (20 USC §6314(b)(1)(A-J); PL 107-110, §1114(b)(1)(A-J))
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Last Reviewed: Wednesday, September 23, 2015