THE IMPROVING AMERICA’S SCHOOLS ACT OF 1994

No Child Left Behind Act of 2001

Title I – Helping Disadvantaged Children Meet High Standards

2006-2007

Guidelines for Aligning a Title I SCHOOLWIDE Plan with the School Improvement Plan

SCHOOL INFORMATION
Name and Number of School: W.W. Irby Elementary 0571
Implementation Year: 2006-2007
Enrollment Information: School Total:		175 K	171 1	178 2		3	4	5	6	7	8		9	10	11		12
Members of School Improvement Team/Schoolwide Project Planning Team (include principal, teachers, parents, community members, and other staff)
Name Dr. Christine Hirsch Kitty Lehtola Shirley Brown Vada Horner Cindy Reneke Debbie Stobaugh Pam Bass Maggie Singer Michael Bush Larry Blalock Ginger Beck Karen McKinley Patty Earnhart Linda Petteway Sandra Priscott Suzanne Taylor Allyson Zant Sheryl Silcox	Position/Title Principal SAC Chair SAC Teacher SAC Teacher SAC Parent SAC Parent SAC Parent SAC Community SAC Community SAC Community CRT Pre-K Teacher Kdg. Teacher 1^st Grade Teacher 2^nd Grade Teacher Reading Coach Title 1 Title 1				Name							Position/Title
List dates of meetings during which schoolwide planning occurred.
February 21, 2006 March 14, 2006 April 28, 2006 May 23, 2006
The following required Title I Schoolwide elements must be present in your School Improvement Plan. Please reference each item according to the page or pages on which it appears in your School Improvement Plan.
The School Improvement Plan includes a comprehensive needs assessment (reading, writing, math and science) of the entire school (including taking into account the needs of any migratory children) that is based on information which includes the achievement of children in relation to the academic State content standards and the State student academic achievement standards.																Page 1,5,11,13
The School Improvement Plan includes a list of State and Local Educational Agency programs and other Federal programs that will be consolidated in the schoolwide program. (Examples: ESE, ESOL, etc.)																Page 14,15

COMPONENTS OF A SCHOOLWIDE PROGRAM Schoolwide Reform Strategies
The school provides opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement, using effective methods and strategies based on scientifically based research.	Pages 2,4,5,6
The school includes the following categories of scientifically research-based instructional strategies designed to improve the achievement of all students, but particularly low-achieving students: (Check all those included in your plan.) ---- Extended school year -x---Before- and/or after-school programs ---- Summer programs -x---Enriched/accelerated curriculum -x---Specialized literacy programs -x---Counseling/pupil services/mentoring programs ---- College and career awareness programs -x---Innovative teaching methods, such as team-teaching -x---Technology -x-- Reduced class size -x---Integration of vocational and technical education -x---Resource teachers in specialized roles -x---Student discipline/responsibility initiatives -x---Tutoring ----Other	Pages - - - - 4,5 - - - - 5,6,7,8,9 6,7,8,9 3 - - - - 2,3,5,6 6,17 2,6 5 2,3,6 15,16 4,5,6
The instructional strategies listed above are consistent with and designed to implement Florida’s Sunshine State standards.	Page 1,8,9
There is a system in place to ensure that the instructional strategies meet the educational needs of historically underserved populations. (Example: girls, migrant, etc.)	Page 1,2,5,6,12
COMPONENTS OF A SCHOOLWIDE PROGRAM Staff
Instruction is carried out by highly qualified teachers. (You may attach the principal’s letter to the District attesting to compliance with Title I requirements regarding teacher qualifications.)		Page 10,11 Attachment 1,2
The school has notified parents that they may request information regarding the professional qualifications of their child’s teachers and any paraprofessionals providing services to their child. (You may attach notification to parents.) (Parental Involvement)		Page Attachment 1
There are strategies to attract high-quality highly qualified teachers to high needs schools.		Page Attachment 1
Paraprofessionals who are working with children meet Title I required qualifications or are working toward meeting those qualifications, work under the direct supervision of a teacher, and tutor children only when they would not otherwise be receiving instruction in the classroom. (strategies)		Page Attachment 1
COMPONENTS OF A SCHOOLWIDE PROGRAM Professional Development
There is high-quality and ongoing professional development for teachers, paraprofessionals, parents, principals, and other staff to enable all children in this school to meet the State’s student academic achievement standards. Check all that are included in your plan: -x-- Mentoring, coaching, and/or modeling for teachers -x-- Professional study groups -x-- Monitoring following professional development to ensure that effective strategies are being implemented in the classroom -x-- Assistance for paraprofessionals to meet Title I requirements -x-- Assistance for teachers to become "highly qualified" Workshops on: -x--- Reading instruction based on scientifically based research -x-- Mathematics instruction based on scientifically based research -x-- Strategies for developing curricula and teaching methods that integrate academic instruction -x-- Instructional practices geared to challenging state standards ---- Other (e.g., assessment, technology, team building, etc.)		Pages 3 2,6,9,12,14 2 6 2,10,11 6,8 12 1,2,3,5 2 - - - -
COMPONENTS OF A SCHOOLWIDE PROGRAM Parent Involvement: The following items are Parent Involvement Strategies)
The school has jointly developed with, and distributed to, parents a written parental involvement policy.		Page Attachment 3
There are strategies designed to involve parents in the planning, review, and improvement of school programs and the education of their children.		Page Attachment 3
The school has a school-parent compact that describes and outlines a partnership for sharing responsibility for improved student achievement.		Page Attachment4
The school has an annual meeting for parents to explain the school’s participation in the Title I Schoolwide Project.		Page Attachment 3
The school has provisions for: -x--- Parent/teacher conferences -x--- Frequent progress reports to parents -x--- Opportunities for parents to volunteer and participate in the classroom -x--- Assistance to parents in understanding the State’s assessments and how to monitor their child’s progress -x--- Materials and training for parents to help them work with their children to improve achievement -x--- Education for teachers and other staff in how to work with parents as equal partners -x--- Family literacy opportunities		Page Attachment 2 " " 3,9,10 Attachment 2 " "

COMPONENTS OF A SCHOOLWIDE PROGRAM Readiness for School
There are plans that assist preschool children in the transition from early childhood programs to the elementary school. (strategies)	Page 5
COMPONENTS OF A SCHOOLWIDE PROGRAM Assessment
There are measures in place that allow teachers to be included in decisions regarding the use of academic assessments. (Evaluation)	Page 6,12,13
The school provides individual student academic assessment results in a language the parents can understand, including an interpretation of those results, to parents. (Parental Involvement Strategies)	Page 3,4,15,16
Assessments assist in the diagnosis, teaching, and learning in the classroom in ways that enable children to meet state standards and do well in the local curriculum. (Evaluation)	Page 5,6,8,12,13,14
Assessments determine what revisions are needed to projects so that children will meet the State’s academic achievement standards. (Evaluation)	Page 5,6,7,11,12
COMPONENTS OF A SCHOOLWIDE PROGRAM Additional Assistance for Students
Activities that are designed to ensure that students who experience difficulty in mastering the proficient or advanced levels of academic achievement standards are provided with effective, timely additional assistance. These shall include: A. Early identification of students’ difficulties in such a way that there is sufficient information on which to base effective assistance. (Evaluation) B. Training for teachers in how to identify such difficulties and how to provide appropriate assistance to individual students. (Professional Development) C. Parent-teacher conferences for students who do not meet student performance standards that include: (Parental Involvement) 1. What the school will do to help the student meet the standards; 2. What the parents can do to help improve student performance; 3. Additional assistance available to the student in the community.	Pages 5,6,7,8,10,11,13 9,12,13,14 Attachment 3
Please attach a copy of your school’s parent involvement plan, school-parent compact, and your Title I budget.
Signature of Principal Date Signed
SCHOOLWIDE PLAN ADDENDUM For Schools In Improvement
The school has revised its school improvement plan, in consultation with parents, school staff, the district, and outside experts, not later than 3 months after being identified for improvement. The revised school improvement plan (which should cover a two-year period)– 1) Specifies the responsibilities of the school, the district and the state, including the technical assistance to be provided by the district; 2) Incorporates strategies, grounded in scientifically based research, that will strengthen instruction in the core academic subjects at the school and address the specific academic issues that caused the school to be identified for improvement; 3) May include a strategy for implementing a comprehensive school reform model; (CSR Grant) 4) Adopts policies and practices most likely to ensure that all groups of students enrolled in the school will meet the State’s proficient level of achievement not later than the 2013-14 school year; (strategies) 5) Establishes measurable goals that– a. Address the specific reasons for the school’s failure to make adequate progress, and b. Promote for each group of students enrolled in the school, continuous and substantial progress that will ensure that all groups meet the State’s annual measurable objectives; 6) Provides an assurance that the school will spend not less than 10% of the Title I allocation for the purpose of providing high-quality professional development to the school’s teachers, principal, and, as appropriate, other instructional staff that– (budget pages) c. Directly addresses the academic achievement problem that caused the school to be identified, and d. Is provided in a manner that affords increased opportunity for participating in the professional development, and e. Incorporates teacher mentoring activities or programs; 7) Specifies how the Title I funds will be used to remove the school from school improvement status; (budget) 8) Describes how the school will provide written notice about the identification to parents of each enrolled student; (communication with parents) 9) Includes strategies to promote effective parent involvement; and, 10) As appropriate, incorporates activities before school, after school, during the summer, and during any extension of the school year. (strategies)	Pages 1,3 6,8,12,13,14- n/a 6,12,13 1 6,12,13 9,12,13 9,12,13 3 9,12,13 3 3,15
The revised school improvement plan has been reviewed and approved by the district. (cover sheet) The school has implemented its revised plan immediately upon approval by the district. (date of approval on cover)	- - - - - - - -
The school or district has notified parents of all students enrolled in the school of the school’s identification for improvement, including– 1) What the school is doing to address the problem of low achievement, and 2) What the district or state is doing to help the school address the problem of low achievement. The district has notified parents– 1) Of all students enrolled in the school of their option to transfer their child to another public school in the district that has not been identified for improvement (first year of identification), and/or 2) Of low-income students enrolled in the school of their option to choose a supplemental educational services provider to provide services to their child outside the regular school day, paid for by the district (second year of identification).	Pages* 3,6,12,13 - - - - 1,3 1,3
The school has received technical assistance from the district or other technical assistance provider, including– 1) Assistance in analyzing data from the State assessment system; 2) Assistance in identifying and implementing professional development and instructional strategies and methods that have proved effective, through scientifically based research, in addressing the specific instructional issues that caused the school to be identified; and, 3) Assistance in analyzing and revising the school’s budget so that the school allocates its resources more effectively to activities most likely to increase student achievement and remove the school from school improvement status.	Pages* n/a 6,12,13 see budget
*You may attach letters of notification, meeting agendas, and other forms as documentation rather than citing pages of the school improvement plan.