The school-wide approach is based on the premise that comprehensive reform strategies rather than separate, add-on services are most effective in raising academic achievement for the lowest achieving students in a school. A well-designed and implemented school-wide program touches all aspects of the school’s operation and offers an appropriate option for high-poverty schools seeking to improve achievement for all students, particularly the lowest achieving. The three main core elements of a school-wide program are (34 CFR 200.26):
The school must develop a comprehensive school-wide plan that describes how it will achieve the goals it has identified as a result of its needs assessment [Section 1114(b),(1)(B-j) and (34CFR 200.27) of Title I of ESEA]. The school-wide plan must:
- Provide instruction by highly qualified teachers.
- Offer high-quality, ongoing professional development.
- Create strategies to attract highly qualified teachers.
- Create strategies to increase parental involvement.
- Develop plans to assist preschool students through the transition from early childhood program to local elementary school programs.
- Identify measures to include teachers in decisions regarding the use of academic assessments.
- Conduct activities to ensure that students who experience difficulty attaining proficiency receive effective, timely, additional assistance.
Coordinate and integrate Federal, State and local services and programs