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Title 1 Site Navigation Program Improvement Title I Programs home Title I Homepage Other Title I Programs Schoolwide Programs home Targeted Assistance Programs

Schoolwide Schools - Sample Scenarios

School #1

At this schoolwide school, the identified school improvement and schoolwide target area goals are:

  1. Reading
  2. Math
  3. Respect

One teacher at this school that is paid with Title I funds is now a reading technology instructor who focuses her curriculum on reading instruction. This teacher sees all students at the school 2-3 times per week. In her classroom, the students get additional reading instruction as they work with technology.

Another former Title I teacher is also still paid entirely with Title I funds, however, as part of their goal for total school reform the schoolwide planning team decided to change her role at the school a little bit to support the schoolwide program. Instead of pulling students for supplemental reading instruction, this teacher spends her day as the Schoolwide Program and Parent Involvement Coordinator. Her schoolwide coordinator duties include:

  1. Testing all students at the school one time a month on the chosen reading and math assessments for the plan, then summarizing the results of these assessments in graphic form for presentation to all teachers as a way to measure the progress the school is making toward its schoolwide goals.
  2. Acting as a parent/community involvement coordinator including 4-5 parent involvement nights at the school.
  3. Researching various topics as requested by the target area teams for their reading or for presentation to them.
  4. Organizing and leading the schoolwide annual review process including learning about effective ways to maintain continuous improvement.

Her Parent Involvement Coordinator duties include:

  1. Contacting parents on a regular basis to discuss the progress of students.
  2. Acting as a liaison between classroom teachers and parents.
  3. Coordinating Reading and Math family events at the school.
  4. Maintaining a parent newsletter including information parents about methods they can use at home to support their child's learning.
  5. Contacting both parents and other community members to encourage their involvement in the schoolwide program.

School  #2:

When school #2 first conducted its needs assessment to operate a schoolwide program, the teachers noticed that although their students were at or above the state average in reading for grades 1, 2, and 3, in grades 4, 5, and 6 their students fell consistently below the state average. Therefore, reading was identified as a schoolwide goal and the school reorganized their school day to increase reading instruction time in grades 4, 5, and 6 (reading instruction time was already longer in grades 1, 2, and 3). Part of this reorganization also included breaking down into smaller class sizes during reading time, so the reading coordinator (formerly the Title I teacher) became a regular classroom reading instructor for grades 4, 5, and 6. All students at the school receive the same amount of increased reading instruction time, but they are now in smaller class sizes during reading so they can get more teacher attention.

Title I funds were also used to send a team of teachers to a three day workshop at the Learning Styles Institute. In turn, these teachers will be training all other teachers at their school so that all teachers will be better able to serve all children at the school. Every teacher has made the commitment to be responsible for their students' reading instruction. There is no outside additional assistance.

Finally, the school has also identified attendance as a schoolwide goal, and at this time part of the Title I allocation is being paid as stipends to the target area team members of this goal to study successful methods of improving attendance and design the school's plan to reach this schoolwide goal.

If a school wants to go schoolwide but does not want to lose a teacher who has been paid with Title I funds, the school should first do a needs assessment to determine their goals. Then all teachers should analyze how the former targeted assistance Title I teacher could take on a new role at the school to help them reach their schoolwide goals. Other ideas for new roles for persons paid with Title I funds include:

  • Parent Involvement Coordinator
  • Before or After School Program teacher
  • Summer school teacher
  • Regular classroom teacher (reducing class size for all subject or specifically to reduce a specific subject's class size)
  • Assessment and/or Curriculum Coordinator
  • Instructional Facilitator
  • Family Literacy Coordinator
  • Preschool teacher/day care literacy coordinator
  • Technology teacher
  • Any position that will result in the school's progress toward achieving the schoolwide goal!!!
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North Dakota Department of Public Instruction
Kirsten Baesler, State Superintendent
600 E. Boulevard Avenue, Dept. 201
Bismarck, North Dakota 58505-0440
701/328-2260

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